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DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1918, No. 15 



EDUCATIONAL SURVEY OF 
ELYRIA,OHIO 



MADE UNDER THE DIRECTION OF THE 
UNITED STATES COMMISSIONER OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1918 






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DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1918, No. 15 



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EDUCATIONAL SURVEY OF 
ELYRIA, OHIO 



MADE UNDER THE DIRECTION OF THE 
UNITED STATES COMMISSIONER OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OF7ICE 

1918 



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ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PBOCUEED FEOM 

THE SUPEEINTENDENT OF DOCUMENTS 

GOVEENMENT PEINTING OFFICE 

WASHINGTON, D. C. 

AT 

30 CENTS PER COPY 



0. Of D. 
JAN 21 1919 



CONTENTS. 



^^ Page. 

Letter of transmittal 5 

Introduction 7 

Chapter I— The City of Elyria 9 

Chapter II. — Summary of conclusions and recommendations 12 

Administration and supervision 12 

School buildings 13 

High school 13 

Elementary schools 14 

Civics 15 

School and home gardening 16 

Music 16 

Art 17 

Home economics 17 

Manual training 18 

Vocational education 18 

Chapter III. — Administration and supervision 19 

Finances 19 

The school board 27 

Elementary teachers 30 

Supervision 37 

School population and progress through the grades 41 

Supplementary classes 55 

Chapter IV. — School buildings 57 

The Washington School 57 

Workmanship 59 

The selection of school grounds 60 

Planning school buildings 63 

Size of classrooms • 63 

Floors 65 

Lighting of school buildings 66 

Seating 67 

Blackboards , 68 

Heating 69 

Ventilation 70 

Drinking water 71 

Toilets 72 

Vacuum cleaning 73 

Janitor service 74 

Chapter V.— High school 76 

Program of studies 76 

Science 93 

German 94 

Latin 94 

Engl ish 95 

Mathematics 97 

Methods of teaching 98 

Administration of the high school 106 

Teachers 116 

Suggestions 125 

3 



4 CONTENTS. 

Page. 

Chapter VI. — Instruction in primary grades 127 

Reading 127 

Phonics 129 

Language 136 

Arithmetic 1 40 

Penmanship 1-13 

Spelling 141 

Recesses and dismissals 145 

Need of kindergartens 146 

Chapter VII. — Instruction in intermediate and grammar grades 14S 

Reading 148 

Spelling 154 

Penmanship 157 

Arithmetic 161 

Chapter VIII. — Civic education 173 

The special industrial class for boys 174 

The elementary schools 177 

The high school 183 

Suggestions for a course of study 193 

Pupil activities 195 

The public library 204 

Education of the foreigner 206 

Conclusions 207 

Chapter IX. — School and home gardening 210 

Farm products of Lorain County 210 

Land available for home gardening 211 

Cost of vegetable foods for an Elyria family 212 

Relation of idleness to juvenile offenses 216 

Efforts to promote gardening 218 

Labor income of Elyria workingmen 219 

Number of children who leave school before completing the eight grades. . 220 

Boyhood occupations of successful business men of Elyria 220 

Obligations of the city high school in training its pupils for country life. . . 221 

Value of school-directed home gardening to Elyria children 222 

Summary of findings 223 

Chapter X. — Music in the public schools 228 

Music in the elementary schools 230 

Music in the high school 238 

The schools in relation to the community 242 

Recommendations 243 

Chapter XI. — Drawing and art education 247 

Supplies and equipment 249 

Schoolroom interiors 250 

Recommendations 251 

Chapter XII. — Home economics 253 

Faults in the high-school home economics course 254 

Rooms and equipment 256 

Suggestions for improvement 257 

Transition from the present to the new conditions 259 

Opinions of mothers 260 

Afternoon and evening classes 261 

The high school 267 

The manual-training staff 270 

Recommendations 274 

Chapter XIV. — Vocational education 281 

Study of occupations in Elyria 286 

Manufactures in Elyria 287 

Present provision for vocational education 288 

Summary of recommendations 297 



LETTER OF TRANSMITTAL. 



Depaktment of the Interior, 

Bureau of Education, 
Washington, May 8, 1918. 
Sir : I am submitting herewith for publication as a bulletin of the 
Bureau of Education the report of a survey of the schools of the city 
of Elyria, Ohio, which was made under my direction in the fall of 
1916 and early spring of 1917 at the request of the board of educa- 
tion of that city. The report will, I believe, be useful not only to 
the board of education and the citizens of Elyria, but to school 
officers in many other cities of about the same size and to students 
of education generally. 

The report should have been printed much earlier, but there was 
unavoidable delay in its official preparation. 
Respectfully submitted. 

P. P. Claxton, 

Commissioner. 
The Secretary of the Interior. 

5 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



INTRODUCTION. 

During the fall of 1916 the Chamber of Commerce of Elyria, Ohio, 
invited the United States Commissioner of Education to make a 
survey of the Elyria public-school system. 

The invitation was accepted upon the following conditions: 

1. That the Bureau of Education shall be invited by the Elyria 
Board of Education and that the invitation shall be indorsed by the 
Superintendent of Public Instruction of the State. 

2. That the survey commission may be permitted to find the facts 
as they are and to report them as they find them. 

3. That the survey commission and the Commissioner of Educa- 
tion may make on the basis of the facts found such recommendations 
for the improvement of the schools as may seem wise, these recom- 
mendations to be not only such as may be put into operation imme- 
diately, but also such as may be put into operation from year to 
year as opportunity may permit; in other words, that the survey 
commission and the Commissioner of Education may be permitted to 
outline a constructive program which will receive at least the careful 
consideration of school officials. 

4. That the Bureau of Education shall be permitted to publish the 
report of the survey, including the recommendations and reasons 
therefor, as a bulletin of the bureau, for distribution in the city of 
Elyria and also for general distribution. 

5. That the necessary expenses shall be paid, which include the nec- 
essary traveling and local expenses of the members of the bureau en- 
gaged on the work and the necessary honorariums for such persons 
as it may be necessary to employ to assist in the work. 

The secretary of the board of education wrote the Commissioner 
of Education: 

I have beeri unanimously instructed by the board of education to request 
you to make a complete survey of the Elyria city schools. We wish to assure 
you that you will have the hearty cooperation of the board, superintendent, and 
teachers in carrying on the work. The board of education can not assume any 
of the cost of the survey; however, we understand that the educational com- 
mittee of the chamber of commerce has a plan whereby the expenses of the 
survey will be fully met. 

7 



8 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

The secretary of the chamber of commerce then notified the Com- 
missioner of Education that the chamber of commerce would hold 
itself liable for expenses not to exceed $2,500. 

The United States Commissioner of Education named as a survey 
commission the following persons : 

From the Bureau of Education — 

T. M. Ave L'AUemant. — Education of the immigrant. 

William T. Bawden.— Manual training and vocational education. 

Mrs. Henrietta W. Calvin. — Home economics. 

W. S. Deffenbaugh. — Administration, supervision, and instruction, di- 
rector of field work of survey commission. 

F. B. Dresslar. — School buildings. 

Miss Florence C. Fox. — Primary education. 

Arthur W. Dunn. — Civic education. 

John L. Randall. — School and home gardening. 
From outside the Bureau of Education — 

Will Earhart. — Music (director of music, public schools, Pittsburgh, Pa.). 

August Hiller. — Finance (chief accountant, public schools, Pittsburgh, 
Pa.). 

C. Valentine Kirby. — Fine arts (director of art, public schools, Pitts- 
burgh, Pa.). 

W. C. Ruediger. — Elementary education (dean, Teachers' College, George 
Washington University, Washington, D. C). 

William F. Russell. — Secondary education (professor of secondary edu- 
cation, George Peabody College for Teachers, Nashville, Tenn.). 

Three members of the survey commission spent two weeks in 
Elyria in the fall of 1916. The other members spent from one to six 
weeks during the months of January and February, 1917. 



Chapter I. 

THE CITY OF ELYRIA. 



Elyria, Ohio, owes its name and its existence to Heman Ely, 
formerly of West Springfield, Mass., who acquired the land on which 
the present city stands on March 27, 1817. The tract comprised 
12,000 acres, and it was known as No. 6, Range 17, Connecticut 
Western Eeserve. Mr. Ely spent his entire life after that time in 
developing the resources of the locality. He established sawmills 
and gristmills and similar industries and organized the Lorain Iron 
Co. in 1832. 

The location of the city is distinctly favorable. It is about 25 
miles southwest of Cleveland and 8 miles from Lake Erie at the 
nearest point, the city of Lorain. Two trunk railway lines, the New 
York Central and the Baltimore & Ohio, pass through the city, and 
five trolley lines radiate in five directions and connect Elyria with all 
the principal towns and cities of Ohio, Indiana, and west Pennsyl- 
vania. Two electric lines and the Baltimore & Ohio Railroad afford 
excellent facilities for Lake shipments via Lorain. 

The industrial and social community of Elyria includes a number 
of villages or towns, the chief of which are Grafton and Wellington. 
Both of these places were formerly centers of active sandstone quar- 
ries, but this industry has declined because of the increased use of 
cement and concrete in building. The greater part of the high-grade 
sandstone now quarried is used for grindstone. As a result of the 
industrial change in the chief industry in these villages, their work- 
ing population had to find employment in other fields, and naturally 
went to find it in the developing industries of Elyria, the nearest city. 

A feature reflecting the intimate interdependence of the communi- 
ties in the vicinity of Elyria is the large number of young working 
women, mostly Poles, who live in Lorain but work in Elyria, because 
the city of Lorain offers but little desirable factory employment for 
young women. 

In 1900 the population of Elyria was 8,791 ; in 1910 it was 14,825 ; 
in 1917 the estimated population was between 20,000 and 25,000. There 
are 3,239 dwellings and 3,519 families. Fifty per cent of the popula- 
tion are native born of native parents; 30 per cent are native born 
of foreign parents, and 20 per cent are foreign born. The nationali- 
ties represented by the foreigners are German, Dane, French, and 

9 



10 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Hungarian, the Germans predominating. Of the foreign born 
represented in the industries the Hungarians predominate. This 
nationality furnishes the basic industries of the city with the greater 
portion of " roustabouts " ; that is, workmen who do common labor 
of a rough and heavy nature. 

The fact that the industrial development of Elyria is of recent 
date and has taken place to a certain extent against the wishes and 
under the protests of the older residents has caused the location of 
the industrial establishments near the outskirts of the city, in a direc- 
tion west, northwest, or northeast of the main residential district. 
A separate foreign settlement has developed which is called West 
Heights, the dominant nationality of the settlement being Hungarian. 
Elyria, however, has no slums and no congested district, and the 
pressure of the problems which ordinarily affect an immigrant com- 
munity is not so great as it otherwise would be. The problem of 
educating the children of foreign-born parents and of educating the 
parents themselves is an important problem, nevertheless. 

The efforts that are made to educate the foreign-born adults are 
under semipublic auspices at the settlement house at West Heights, 
where an active settlement worker, a kindergarten teacher of the 
public schools, and a teacher in the manual-training department of 
the night school are teaching classes in English and civics. 

The first school in Elyria was opened in 1819, and the first church 
was organized in 1824. There are now 15 churches, representing all 
the principal denominations, a Young Men's Christian Association 
building, which cost $141,000, and a Young Woman's Christian As- 
sociation building, which cost $16,000. There are nine public-school 
buildings, a German school, two Catholic schools, and one business 
college. Oberlin College, only 6 miles distant, may be considered 
one of the educational institutions of the Elyria community. The 
Elyria Memorial Hospital, representing an expenditure of $225,000, 
consists of a general hospital, Gates Home for Crippled Children, 
and Nurses' Home. An additional $100,000 is now being expended 
on buildings. The Elyria Library was founded in 1870 upon a be- 
quest of Mr. Charles Ely. 

Cascade Park, a beautiful natural park, is a place for recreation 
not only for the children of the city but for the adults as well. For 
the wealthy inhabitants of the city there is a country club, which 
maintains golf links, tennis courts, etc. In the city there are halls 
maintained by the Elks, Knights of Columbus, and other social and 
fraternal organizations usually found in cities. 

There are four banks, which have on deposit about $9,000,000 ; the 
community is by no means a poor one. The chamber of commerce, 
which is responsible to a large extent for the growth of the city, has 



THE CITY OF ELYEIA. 11 

commodious quarters in one of the principal buildings of the city 
and employs a secretary and several clerks. 

There are 63 factories, employing 6,000 men and 300 women and 
girls. The principal products are steel, sheet steel, tubing, bolts, 
nuts, screws, invalids' chairs, dies, tools, enameled ware, hosiery, 
electrical goods, chemicals, ammunition, automobile motors, etc. 
The factories represent an investment of over $10,000,000 and their 
total annual output is more than $9,000,000. Much is done by the 
factories to insure the contentment and permanent residence of their 
employees ; and clubs, bowling alleys, lunch rooms, etc., are provided 
in most cases. 



Chapter II. 

SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS. 



ADMINISTRATION AND SUPERVISION. 

1. The minimum educational and professional standard for ele- 
mentary teachers should be the completion of a four-year high-school 
course and a two-year normal-school course. 

2. Salaries of teachers should be increased and the salary schedule 
revised, making the promotion of teachers depend upon improve- 
ment rather than upon length of service. 

3. A card sj^stem for keeping a permanent record of pupils should 
be introduced. 

4. An attendance officer should be employed on full time. 

5. There should be more supervision in the elementary grades, 
which can be accomplished by the employment of a supervisor for 
the kindergarten and the first six grades and the employment of a 
supervisor for the junior high school. Provision should be made 
for the supervision of music and art. A supervisor, teaching part 
time, should be employed to supervise the work in manual arts, and 
one, teaching part time, to supervise the work in home economics. 
School gardening should be under the supervision of the teacher of 
agriculture, who should be employed for 12 months in the year. 
Provision should be made for playground supervision. 

6. A cost-accounting system should be introduced to show ex- 
penditure for each building and for each kind of school. 

7. The State tax law should be revised so that it would be pos- 
sible for Elyria to obtain more funds for its schools. 

8. The number of failures and the rather excessive retardation 
could be reduced by — 

(a) A course of study better suited to the development and inter- 
ests of the children. 

(b) More and better supervision. 

(c) The advancement of the teacher with her class for three or 
four years. 

(d) A summer school for pupils who have failed. 

(e) The division of each primary grade into three or four groups 
instead of two, so that pupils may be promoted more frequently. 

12 



CONCLUSIONS AND RECOMMENDATIONS. 13 

SCHOOL BUILDINGS. 

1. The Washington, or old high-school building, should be recon- 
structed and renovated or else torn down and rebuilt. 

2. Floors should not be scrubbed, but treated with hot linseed oil. 

3. Cement walks should be built. 

4. Humidifying devices should be provided. 

5. All shades should be removed from north windows. 

6. Teachers in east rooms should be required to roll up shades in 
the afternoons and those in west rooms should do so in the forenoons. 

7. Conferences for janitors should be instituted. 

8. Ventilation in mild weather should be improved when the fans 
are not running. 

9. More drinking fountains easily accessible to small children 
should be provided. 

10. The method of seating which places children too far from the 
front of the room should be corrected. 

HIGH SCHOOL. 

(1) The three present curricula should be expanded into at least 
six, providing definite preparation for classical, general, and scien- 
tific work in college, and for industry, commerce, agriculture, and 
the home. 

(2) The board of education should issue a booklet giving detailed 
information about these curricula and about the prospects of chil- 
dren electing each kind of work; the booklets should be distributed 
some time before a choice is to be made, so that teachers, principals, 
parents, and children may have information upon which to choose. 

(3) The principal should take up with the teachers, through ob- 
servation and in teachers' meetings, the findings of this survey in 
regard to mechanical errors in teaching. 

(4) The board of education should make much more ample pro- 
vision for teachers to visit the classes of other teachers. 

(5) The practice of giving one teacher a number of sections of 
the same subject should be discontinued, and teachers should be en- 
couraged to teach sections in several different classes and of several 
closely allied subjects. We especially recommend that each teacher 
have at least one first-year class. 

(6) A number of teachers' meetings should be given to a con- 
sideration of the theoretical study of methods of teaching. 

(7) A regular system for purchasing books for the library should 
be devised ; the library should be catalogued and better supervised. 

(8) The faculty should give consideration to the system of mark- 
ing, to the end that there may be more unanimity as to standards. 

(9) Salaries should be increased. 



14 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

(10) The gap now existing between the elementary schools and 
the high schools should be bridged by the interpolation of the junior 
high school. 

ELEMENTARY SCHOOLS. 

Primary grades. — 1. The subject of reading should be adapted to 
the individual pupil to a greater extent in order to lessen the failures 
in the first grades. More freedom for the teacher is needed in her 
use of methods and devices and a greater emphasis placed by her 
on the reading lesson which trains for appreciation. 

2. Arithmetic lessons are developed logically rather than peda- 
gogically. More application of number to measurement and con- 
struction work is needed. Eeduce the time given to this subject, 

3. A definite, systematic assignment for oral language should be 
placed in every program. The teacher should cultivate literary 
appreciation and the art of story telling. 

4. New songs and new methods are needed in the primary singing 
exercises, and the use of music as a mode of expression closely cor- 
related with the subjects of study is recommended. 

5. A closer application of phonics to the spelling should be made 
and emphasis placed upon the auditory image rather than the visual 
image. 

6. Materials and adequate desk room should be provided to make 
effective the instruction in penmanship. 

7. More varieties of material should be provided for seat work, 
and a carefully prepared program for this work extending through 
at least one term of the school year should be prearranged by the 
teacher in every grade. 

8. There should be more spontaneity in games and greater oppor- 
tunity for initiative in these exercises. 

9. An assistant nurse should be employed to make the work of the 
school nurse wholly effective. 

10. Consideration should be given in the course of study to the 
out-of-school activities of the children in the lower grades. These 
interests should be collected and used as suggestive material for the 
daily program throughout the year. 

11. A primary supervisor is recommended for these grades, who 
shall be prepared to direct all the subjects of study enumerated in the 
curriculum. 

12. Kindergartens should be reestablished and the work done in 
them integrated with that of the primary grades. 

Intermediate and grammar-school grades. — Introduce more of the 
spirit of delight in reading; give more practice in silent reading; 
provide more opportunity for relatively free reading for pleasure, 
and transfer much of the nonliterary material to other subjects. 



CONCLUSIONS AND RECOMMENDATIONS. 15 

Recognize nature stucly as a distinct subject in the curriculum and 
correlate especially with language, geography, and gardening. 

Reduce the time given to formal grammar and correlate the work 
more intimately with the other school subjects and out-of-school 
interests. 

Adopt either a good series of spelling books or a standard word list. 

Dispense with the teacher of penmanship and hold the classroom 
teachers responsible for results. 

Vitalize the subject of geography through the adoption of a series 
of geographical readers, through the use of geographical magazines, 
pictures, specimens, and observational astronomy, and through a more 
liberal use of globes and maps. 

Relate arithmetic more closely to the pupils' interests in and out of 
school ; let the children weigh and measure ; correlate later with earlier 
topics and develop thoughtfulness by studying how to solve. 

In general, vitalize the work by enlisting more generally the ac- 
tivity of the pupils and by relating the school subjects more intimately 
to those phases of the world outside to which they pertain. 

civics. 

1. Provision should be made in both junior and senior high-school 
periods (or grammar school and high school) for adequate instruc- 
tion designed explicitly to train for citizenship, and adapted care- 
fully both to the civic and social needs of the present time and' to 
the capabilities and experience of the pupils; and to this end the 
social studies of the periods in question should be thoroughly 
reorganized. 

2. Training for citizenship should be recognized more definitely 
as a conspicuous aim of the entire work of the elementary and sec- 
ondary schools, involving the cultivation of civic habits and traits 
as well as civic intelligence; and instruction in all subjects, the in- 
school and out-of-school activities of the pupils and the participa- 
tion of the pupils in the control of such activities should be made to 
contribute to the fulfillment of this aim. 

3. A head of a department of social studies should be appointed 
who shall be a director of the civic educational work of the schools; 
regular conferences of teachers of social studies and directors of 
pupil activities should be provided for, and other means adopted for 
the training and guidance of teachers in service for more effective 
methods of civic training. 

4- Adequate provision should be made for the Americanization and 
civic education of the foreign population, both through the channel 
of the day schools and through evening classes for adults. 

5. A closer relation should be established between the school and 
the community in recognition of the interdependence of 100 per cent 
efficiency in community life and 100 per cent citizenship, and ex- 



16 EDUCATIONAL SUBVEY OF ELYRIA, OHIO. 

pressed in a closer coordination between the schools and the public 
library and other public institutions, the use of the schools as com- 
munity centers, further development of the parent-teacher associa- 
tions, and the closer adaptation of school work to actual community 
needs. 

SCHOOL AND HOME GARDENING. 

Elementary schools. — 1. The high-school agricultural department 
should be the central influence in the promotion and direction of 
school-directed home gardening in the elementary schools. 

2. The high-school teacher of agriculture should conduct practical 
after-school classes for the training of home-garden teachers in the 
grades. 

3. One regular grade teacher, after having received sufficient gar- 
den training, should direct the home gardening of the children in the 
school to which she is assigned. This work should be done after 
school, on Saturday, and during the summer vacation, and the teacher 
should receive additional compensation for it. 

4. A part-time garden teacher should be provided for each of the 
following schools: Hamilton, Jefferson, Gage, Franklin, McKinley. 
One teacher should conduct the work in the Garford and Ridge 
Schools. 

5. A careful record of the money value of the crops raised should 
be kept in order to prove the financial as well as the educational 
success. 

6. The gardening should be made as intensive as possible, and 
should continue through the maximum number of days possible in 
this climate. Winter gardening should be encouraged. 

High school. — 1. A course in agriculture should be offered in the 
high school instead of electives in several courses, adopting the Mas- 
sachusetts plan of arranging studies and home projects. 

2. A high-school instructor in agriculture should be employed for 
12 months in the year, who should also direct home gardening of 
elementary school pupils and train his assistants. 

3. Extra compensation should be provided for six grade teachers 
assigned to teach gardening outside of regular school hours. 

MUSIC. 

1. A manual and course of study for the elementary schools should 
he prepared. The school board should provide copies of rote song 
books for first and second year teachers, pitch pipes for all teachers, 
and a liberal supply of music for high-school orchestra and glee 
clubs. Orchestral groups should be developed in the elementary 
schools. 

2. Requirements in music for elementary teachers should be in- 
creased. 



CONCLUSIONS AND RECOMMENDATIONS. 17 

3. In the high school there should be two periods a week of 45 
minutes each devoted to chorus practice. 

4. There should be strict control over credit for music taken out- 
side of school. 

5. The high-school auditorium should be open one night each 
week for community chorus singing. 

6. It is desirable to have a piano for each floor of each elementary 
school, a reed organ and supplementary song books in sets of 45 or 
50 for each elementary school, and in the high school a course in 
harmony and a course in musical appreciation and history, elective 
three recitations a week with the same credit as academic subjects. 



1. The supervision of art should be restored at the earliest possible 
moment. 

2. Art work should appear in the eighth grade. 

3. There should be better equipment and more supplies of teach- 
ing art in the elementary schools. 

4. Some art study should be planned and continued through the 
grades that will create a love for the world's best art, and some 
acquaintance with the principles and facts underlying it. 

5. Elective courses should be offered in the high school so that any 
boy or girl may select, under guidance, any work in drawing, design, 
color, or any of the crafts that would be of service. 

HOME ECONOMICS. 

1. Make of arts and crafts a separate elective course in the high 
school, open to boys as well as girls. 

2. Give a prevocational aspect to the instruction in home economics 
in the grades and in the first high-school year. 

3. Make home economics a required subject for all girls from the 
fifth grade to the first high-school year, inclusive, and an elective 
in the second, third, and fourth high-school years. 

4. Make the necessary changes gradually over a period of three 
years. 

5. When the new conditions are fully established, employ one su- 
pervisor of home economics, teaching part time, six special teachers 
of home making in the grades, and three special teachers for home 
economics in the high school, and for night and special classes. 

6. Shorten the noon intermission for high school, and provide hot 
lunches to high-school teachers and students. 

7. Organize afternoon and evening classes for adults and for young 
women employed during the day. 

8. Provide more sewing machines, better equipment in particulars 
enumerated, and make specified changes in the use of rooms. 

G15G4°— IS— 2 



18 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

9. Include laboratories for home economics in all plans for new 
buildings. 

10. Construct a " model cottage " in the Hungarian section of the 
city, and equip a " practice apartment " in the high school. 

MANUAL TRAINING. 

1. Appoint a supervisor to have charge of all manual training and 
vocational classes, with an assistant to direct the handwork in grades 
one to sis. These two should give not more than half-time to 
teaching. 

2. A scheme of handwork throughout the grades should be care- 
fully organized, with a time allotment ranging from 30 or 60 minutes 
per week in the first years, to one-fifth or one-fourth of the present 
school time in the upper grades. 

3. Some reorganization of the elementary school course of study 
is desirable in order to give handwork a due proportion of the 
school time. 

4. The manual arts should not be limited to general educational 
aims, though these should receive the greatest emphasis in the early 
years. Beginning with the seventh school year, the prevocational aim 
for most children and the vocational aim for some children should 
have definite recognition. 

5. Shop and laboratory equipment should be adapted gradually 
to the new point of view, which conceives of problems or projects 
to be worked out by the pupils. 

6. A library of the best current literature pertaining to the manual 
arts, vocational guidance, and vocational education, should be made 
at »nce available to teachers and pupils. 

VOCATIONAL EDUCATION. 

1. School instruction, especially in shop and drawing, should be 
related more definitely to real life situations and should function 
more definitely in preparing young people for living. 

2. The special six-year vocational course and the technical voca- 
tional courses in the high school should be strengthened and ex- 
tended, with the twofold aim of assisting young people to choose 
and prepare for vocations, while at the same time preparing for in- 
telligent citizenship and the discharge of individual and social obli- 
gations. 

3. Evening classes of the kinds enumerated should be organized 
for employed workers. 

4. Advisory committees representative of employers and employees 
should be organized. 

5. Part-time day continuation schools should be organized in cer- 
tain lines of business and industry. 



Chapter III. 

ADMINISTRATION AND SUPERVISION. 



FINANCES. 

The chief obstacle to the adequate financing of the public schools 
of Elyria is the limitation imposed by State law on taxation. The 
direct tax for operating expenses for all purposes — State, county, 
city, and school — is limited to 10 mills, with another 5 mills for in- 
terest and sinking fund. The tax levy for all school purposes may 
not exceed in any year 5 mills on the dollar of taxable property in 
the school district; the aggregate of all taxes levied by a municipal- 
ity for corporation purposes may not exceed 5 mills ; the aggregate 
of all taxes for township purposes may not exceed 2 mills. 

The levy in Elyria is up to the 15-mill limit, distributed as fol- 
lows: State, 0.45 mill; county, 1.85 mills; township, 0.02 mill; road 
district, 2.57 mills ; school, 3.5 mills for general purposes, 1.055 mills 
interest and sinking fund ; city, 3.34 mills for general purposes, 2.135 
mills interest and sinking fund, 0.1 mill flood emergency. For the 
past three years the tax for the road district and for interest and 
sinking-fund has reduced the 10 mills, leaving only 9.146 mills in 
1914; 9.036 mills in 1915; and 9.16 mills in 1916 for the State, county, 
city, and school. 

When the tax rate for Elyria, both for city and school purposes, 
is compared with that of other cities of about the same size as Elyria, 
it is found to be low, as may be noted from the following table : 

Tax rate on each $100 assessed valuation. 



FOR SCHOOL PURPOSES. 

Dubois, Pa $2.00 

Muscatine, Iowa 1. 75 

Fargo, N. Dak 1.62 

East Chicago, Ind 1. 54 

Beaver Falls, Pa 1.30 

Meadville, Pa 1. 30 

Homestead, Pa 1.20 

Mankato, Minn 1. 20 

Goshen, Ind ., 1. 12 

Helena, Mont 1.10 



FOR SCHOOL PURPOSES COlltd. 



Hackensack, N. J 


. 96 


Missoula, Mont 


. 95 


Connersville, Ind 


.92 


Bethlehem, Pa 


. 90 


Trinidad, Colo 


. S8 


Greensburg, Pa 


. 85 


Lewiston, Idaho 


. 85 


Spartanburg, S. C 


. 85 


Morristown, N. J 


. 85 



19 



20 



EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 



Tax rate on each $100 assessed valuation — Coutinued. 



FOR SCHOOL PURPOSES — COntd. 

Cadillac, Mich $( 

Sioux Falls, S. Dak 

Plainfield, N. J 

Fairmont, W. Va 

Braddock, Pa 

Lawrence, Kans 

Hutchinson, Kans 

Adrian, Mich 

Emporia, Kans 

Boise, Idaho 

Cliickasha, Okla _= 

Melrose, Mass 

Winfield, Kans 

Ironwood, Mich 

Henderson, Ky 

Athens, Ga 

Elyria, Ohio 

Piqua, Ohio 

Middleton, Ohio 

Marshall, Tex 

Marietta, Ohio 

Sandusky, Ohio 

Greenville, Miss 

Selma, Ala 

Jackson, Miss 



.70 
.68 

.66 

.62 

.60 

.60 

.60 

.56 

.55 

.50 

.50 

.50 

. J/ 5 5 

. 45 

.41 

.40 

.40 

. 37 

.30 

.30 

.30 



FOK GENERAL CITY PURPOSES. 

Fargo, N. Dak $2. 61 

East Chicago, Ind 1. 96 

Dubois, Pa 1. 50 

Goshen, Ind 1. 50 

Athens, Ga 1. 50 

Lewiston, Idaho 1. 50 

Tonawanda, N. Y 1. 47 



FOR GENERAL CITY PURPOSES — COlltd. 

Jackson, Miss $1. 35 

Marshall, Tex 1. 34 

Greenville, Miss 1. 30 

Connersville, Ind 1. 29 

Cadillac, Mich 1. 27 

Spartanburg, S. C 1. 25 

Missoula, Mont 1. 

Helena, Mont 1. 

Muscatine, Iowa 1. 

Meadville, Pa 1. 

Beaver Falls, Pa 1. 

Henderson, Ky 1. 



Morristown, N. J 

Boise, Idaho 

Chickasha, Okla 

Trinidad, Colo 

Homestead, Pa 

Sioux Falls, S. Dak_. 

Bloomfield, N. J 

Bethlehem, Pa 

Greensburg, Pa 

Adrian, Mich 

Emporia, Kans 

Braddock, Pa 

Hackensack, N. J 

Hutchinson, Kans _. 

Winfield, Kans 

Selma, Ala 

Lawrence, Kans 

Ironwood, Mich 

Elyria, Ohio 

Marietta, Ohio 

Parkersburg, W. Ya. 
Fairmont, W. Va 



zo 
25 

L!2 
20 

.20 
15 
08 
07 
06 
00 
(10 
99 
97 
00 
90 

,87 
87 

.85 

.82 
so 

72 
70 
09 
62 
56 
47 
41 
40 



A more nearly equitable comparison of tax rates in different cities 
is on real wealth rather than on assessed valuation, since there is no 
uniformity throughout the country and but very little in the same 
State in assessing property. The chief difficulty in making a com- 
parison of this kind is the fact that few city officials know the real 
valuation of their cities. Superintendents in several cities of less 
than 25,000 population have furnished this bureau with statistics 
giving the estimated wealth of their respective cities. The following 
table shows for these cities the tax rate on estimated real wealth : 



ADMINISTKATION AND SUPERVISION. 



21 



Tax rate for scJwol purposes on $100 estimated real ivealth. 



Keokuk, Iowa 


$0.98 


Sioux Falls, S. Dak 


. 79 


Homestead, Pa 


. 72 




__ .70 


Meadville, Pa 


. 65 


Plainfleld, N. J 


. 62 


Boise, Idaho 


. 60 


Chickasha, Okla 


. 60 


Cadillac, Mich 


. 60 


Tonawanda, N. Y 


. 5S 


Braddock, Pa 


. 57 


Helena, Mont 


. 55 



Adrian, Mich 


$0.52 


Parkersburg, W. Va 


. 49 


Hutchinson, Kans 


. 46 


Elyria, Ohio 


. 46 


Piqua, Ohio 


.45 


Mankato, Minn 


. 40 


Henderson, Ky 


. 39 


Fargo, N. Dak 


. 23 


Selma, Ala 


.21 


Marshall, Tex 


. 20 


Greenville, Miss 


. 20 



A further comparison is made with a group of cities of between 
25,000 and 50,000 population, showing the tax rate on assessed and 
estimated real valuation for the city and the school corporation. 
The data, except for Elyria, are from the United States Census 
Report for 1915. 

Tax rate on assessed valuation. 



FOR SCHOOL PURPOSES. 

Joliet, 111 $3. 75 

Lincoln, Nebr 3.70 

Cedar Rapids, Iowa 3. 53 

Sioux City, Iowa 2. 97 

Joplin, Mo 1. 50 

Springfield, Mo 1.12 

Everett, Wash 1.15 

Pasadena, Cal 1. 07 

Terre Haute, Ind 1. 04 

Mount Vernon, N. Y .99 

Amsterdam, N. Y . 95 

Fresno, Cal .90 

Butte, Mont .70 

Little Rock, Ark .70 

Wichita, Kans . 69 

Flint, Mich .62 

Kalamazoo, Mich . 59 

Huntington, W. Va . 55 

Springfield, Ohio .51 

Muskogee, Okla . 50 

Colorado Springs, Colo . 50 

Elyria, Ohio . 455 

Lorain, Ohio . 35 

Austin, Tex . 33 



FOR GENERAL CITY PURPOSES. 

Lincoln, Nebr $3. 80 

Cedar Rapids, Iowa 3. 61 

Sioux City, Iowa 3. 04 

Joliet, 111 2.02 

Butte, Mont 1.52 

Amsterdam, N. Y 1. 51 

1. 50 

1. 50 



Joplin, Mo 

Austin, Tex 

Everett, Wash 1. 

Fresno, Cal 

Pasadena, Cal 

Springfield, Mo 



I 29 

1. 09 

.__ 1. 17 

Terre Haute, Ind 1. 15 



Mount Vernon, N. Y 

Wichita, Kans 

Jackson, Mich 

Flint, Mich 

Muskogee, Okla 

Lorain, Ohio 

Colorado Springs, Colo. 

Huntington, W. Va 

Springfield, Ohio 

Kalamazoo, Mich 

Elyria, Okla _l__ 

Little Rock, Ark 



1.23 
.95 
.90 
.90 
.74 
.68 
.67 
.64 
.63 
.60 
,55| 
.50 



22 



EDUCATIONAL SURVEY OF ELYEIA, OHIO. 
Tax rate on each $100 estimated real valuation. 



FOR SCHOOL PURPOSES. 



FOR GENERAL CITY PURPOSES. 

Amsterdam, N. Y $1.17 

Austin, Tex 1. 13 

Cedar Rapids, Iowa 1. 00 

Mount Vernon, N. Y . 98 

Wichita, Kans . 95 

Jackson, Mich . 90 

Flint, Mich .90 

Sioux City, Iowa . S3 

Fresno, Cal . 78 

Lincoln, Nebr . 78 

Pasadena, Cal . 73 

Terre Haute, Ind :69 

Lorain, Ohio . . G8 

Joliet, 111 .67 

Colorado Spi'ings, Colo . 67 

Springfield, Ohio .63 

Kalamazoo, Mich . 60 

.Toplin, Mo .60 

Butte, Mont . 61 

Springfield, Mo . 59 

Elyria, Ohio . 5575 

Muskogee, Okla . 56 

Everett, Wash . 54 

Huntington, W. Va . 51 

Little Rock, Ark _-__ .25 

From the foregoing table it will be noted that the tax rate in Elyria, 
both on assessed and on estimated real valuation, is low when com- 
pared with the rate in other cities. 

When compared with these cities Elyria has a little more than the 
average amount of wealth for each dollar of tax raised for school 
purposes. 

By means of a questionnaire addressed to some city superintendents 
in different sections of the country it has been made possible to present 
fairly accurate data for a few cities regarding the amount of tax 
raised for school purposes per child in average daily attendance. The 
following table shows these facts for a list of cities selected at 
random ; 



Joliet, 111 _ _ _ 


. _ $1.25 


Cedar Rapids, Iowa 


. 9S 


Sioux City, Iowa 


.81 


Mount Vernon, N. Y 


. 79 


Lincoln, Nebr 


. 74 


Amsterdam, N. Y 


.___ . 73 


Wichita, Kans 


. 69 


Terre Haute, Ind 


.___ .62 


Flint, Mich 


.62 




.60 


Kalamazoo, Mich 


. 59 


Springfield, Mo 


. 56 


Fresno, Cal 


. 54 


Pasadena, Cal 


- . 52 


Springfield, Ohio 


. . 51 


Colorado Springs, Colo 


. . 50 


Jackson, Mich 


. 48 




.46 


Elyria, Ohio 


. !j55 


Huntington, W. Va 


. 44 


Muskogee, Okla 


. 3S 


Little Rock, Ark 


. . 35 


Lorain, Ohio 


- . 35 


Austin, Tex 


.25 



ADMINISTRATION AND SUPERVISION. 



23 



Amount of taxes raised for 

Missoula, Mont $81. 21 

Lakewood, Ohio 73. 11 

Sioux Falls, S. Dak 68. 54 



Trinidad, Colo 

Morristown, N. J— 

Keokuk, Iowa 

Fairmont, W. Va_. 
East Chicago, Ind. 

Fargo, N. Dak 

Hackensack, N. J_. 
Sandusky, Ohio__. 
Boise, Idaho 



57. 37 

52. 42 

52.00 

51.80 

51. 59 

50. 65 

47. 20 

46. 64 

46. 61 

Muscatine, Iowa 46. 36 

In this list Elyria ranks below the median. 

Again Elyria may be compared with other cities as to the cost per 
pupil based on average daily attendance on current expenses. 1 



school purposes per pupil. 

Plainfield, N. J $45.91 

Elyria, Ohio 44- 70 

Parkersburg, W. Va 44. 64 

Hutchinson, Kans 41. 46 

Adrian, Mich 42.46 

Melrose, Mass 42. 05 

Beaver Falls, Pa 41. 28 

Piqua, Ohio 41.06 

Greensburg, Pa 40. 40 

Warren, Ohio 39.61 

Lawrence, Kans 39. 47 

Middleton, Ohio 39.02 



Cost per pupil, 1915-16, for elementary 
certain other cities recognk 

Hibbing, Minn $108.86 

Montclair, N. J 83. 00 

Alhambra, Cal 79.33 

South Orange, N. J 73. 24. 

Eveleth, Minn 69. 35 

Boise, Idaho 65. 50 

Stockton, Cal 60.80 

Everett, Wash 58. 84 

Alameda, Cal 58. 84 

Houghton, Mich 57.72 

Lead, S. Dak 57. 59 

Bloomfield, N. J 56. 99 



and high school compared with that in 
ed as having good schools. 2 

St. Cloud, Minn $51.47 



Solvay, N. Y_. 
Lincoln, Nebr 



50.70 
50.45 



East Chicago, Ind 50. 10 

Ann Arbor, Mich 



49. 39 

Nutley, N. J 48.93 



Fresno, Cal 

Lewiston, Idaho 

Elyria, Ohio 

Beverley, Mass _ 
Richmond, Ind _ 
Kenosha, Wis 



48. IS 
46.90 
46.77 
47. 13 
44.04 
42.97 



When compared with these 22 representative school systems the 
cost per pupil in Elyria is low. 

More evidence might be presented to show that comparatively 
Elyria is spending less than other cities that maintain good schools. 
The table on page 34 shows that salaries paid to teachers in Elyria 
are not high when compared with those in other cities. 

From these comparative data and from observations made of school 
conditions in Elyria, the committee believe that school expenses in 
Elyria are too low. As a result of the limitations imposed by the law 
the board of education has found it necessary to discontinue seven 
kindergartens, one special school for backward and defective chil- 
dren, one playground supervisor, special teachers of music, drawing, 
physical training, sixth-grade manual training, and to reduce the 
time of the supervisor of penmanship to one-half time. It has also 

1 Current expenses include cost of salaries, supplies, and expenses for instruction and 
operation, and maintenance of school plants. 

2 The cities were selected before it was known what was the cost per pupil in each. 



24 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



been necessary to crowd some of the high-school work and to omit the 
appropriation formerly made by the board of education to the city 
library, which has been rendering excellent service to the schools and 
to the city. 

It is doubtful whether there are many persons in Elyria who 
think the school board has been extravagant. Some have thought 
that the addition of the technical high school was a mistake. For a 
discussion of this phase of the school system see page — , vocational 
education. That chapter shows the schools should have more, not 
less, work in industrial subjects. 

The school board, the chamber of commerce, and others deplore 
the fact that so many activities of the schools had to be discontinued. 
It was only a question of which to eliminate. The school board's 
estimate for the year was $40,000 more than was allowed by the board 
of estimate. This was not allowed, because the city had reached its 
taxing limit of 15 mills. 

The question arises : Does the board of estimate apportion a f air 
share of the taxes to the schools? The following table presents the 
percentage of the city funds apportioned to the schools in certain 
cities, and the comparison shows that the board of education of 
Elyria receives its just proportion of the tax receipts, when judged 
by the standards of other cities of the same class. 

Percentage of city funds apportioned to schools. 



Fairmont, W. Va 

Muscatine, Iowa 

Dubois, Pa 

Homestead, Pa 

Hackensack, N. J— 
Parkersburg, W. Va_ 

Beaver Falls, Pa 

Meadville, Pa 

Bethlehem, Pa 

Lawrence, Kans 

Greensburg, Pa 

Marietta, Ohio 

Trinidad, Colo 

Warren, Ohio 

Hutchinson, Kans.__ 

Piqua, Ohio 

Braddoek, Pa 

Elyria, Ohio 

[ronwood, Mich 

Sioux Falls, S. Dak. 
Morristown, N. J 



- cent. 
0.64 
.59 
.5S 
.54 
.54 
.54 
.52 
. 52 
.50 
.49 
.48 
.47 
.47 
.40 
.46 
.45 
.45 
. J,o 
.45 
.44 
.44 





Per cent. 


East Chicago, Ind 


0.43 


Missoula, Mont 


. 43 


Wiufield, Kans 


. 43 


Goshen, Ind 


.42 


Adrian, Mich 


.41 


Emporia, Kans 


. 40 


Spartanburg, S. C 


.40 


Tonawanda, N. Y 


. 39 


Fargo, N. Dak 


. 3S 


Chickasha, Okla 


.30 


Lewiston, Idaho 


.36 


Boise, Idaho 


.30 


Bloomfield, N. J 


. 35 


Melrose, Mass 


.30 


Selma, Ala 


.30 


Plainfield, N. J 


.29 


Athens, Ga 


_ .25 


Mankato, Minn 


. 24 


Marshall, Tex 


. 23 


Greenville, Miss 


.19 



In the median city 44 per cent of the city funds are for school pur- 
poses, in Elyria 45 per cent are for school purposes. It appears, there- 



ADMINISTRATION AND SUPERVISION. 25 

fore, that the schools in Elyria are receiving a fair share of the city- 
funds. 

The problem is, nevertheless, i o obtain more money for the schools. 
The possible increase under the present law is only 0.045 mills. This 
slight increase, would, however, on the present valuation of $24,000,- 
000 yield $10,800 additional. That would support the kindergartens 
or some of the other services of the schools that have been discon- 
tinued. A decrease of a half mill on the road tax would mean a 
few miles less of good roads, but if that half mill were applied to the 
schools it would mean much to the children o f Elyria. 

The question has been raised whether the attendance at the Elyria 
High School of pupils from outside the school district is not impos- 
ing a financial burden on the city. According to the laws of the 
State of Ohio no more shall be charged nonresident high-school 
pupils per capita than the amount ascertained by dividing the total 
expenses of conducting the school, exclusive of permanent improve- 
ments and repair, by the average monthly enrollment. 

To arrive at the exact cost per pupil in the high school is difficult, 
since many items of expense for elementary and high schools have 
not been kept separate. Salaries for instruction and supervision, 
which constitute the greater portion of high-school expenditures, are 
known exactly, but the amount expended for fuel and supplies is not 
separately recorded. The total running expenses of the high school 
for the year 1915-16 was $34,923. The average monthly enrollment 
was 583. The cost per high-school pupil was therefore $59.90. Dur- 
ing the past year the school board raised the high-school tuition from 
$50 to $59 per annum, or to approximately the cost per pupil based 
on average monthly enrollment. It is doubtful whether the board 
can legally charge much more. If elementary and high school ac- 
counts were kept separately, as they should be, the cost of running 
the high school might be known exactly. 

The question may be raised as to whether property in Elyria is 
assessed at full value. If it is so assessed, values have not increased 
in nearly the same proportion as the population. In 1912 the aver- 
age daily school attendance was 2,068, and in 1916 it was 2,595, or an 
increase of 25 per cent, which is probably the rate of increase in the 
population of Elyria. In 1912 the assessed valuation of the city was 
$22,315,460, and in 1916 it was $24,500,000, or an increase of only 
9 per cent. In 1912 the amount of assessed wealth per child in aver- 
age daily attendance was $10,790, and in 1916 it was $9,441, or a 
decrease of 12 per cent. These have been years of rapid increase of 
wealth throughout the United States and of great prosperity for 
Elyria. It is probable, therefore, that the wealth of the town has 
increased much more rapidly than the population. The assessment 
should be carefully examined to determine what properties are not 



26 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

assessed at full value. If the assessed valuation were increased only 
$1,000,000, the schools could at the present rate obtain about $5,000 
more revenue, which would pay the salaries of the special super- 
visors and of others whose services have been discontinued. If the 
assessed valuation were increased, the rate for the road district and 
the city might possibly be lowered and the rate for schools increased 
to its highest limit. One method of obtaining more funds is to in- 
crease the assessed valuation. 

The logical solution, however, of the problem of financing the city 
and the city school districts in Ohio is to repeal the present tax law 
and permit cities to levy more than 10 mills for current expenses. If 
the State legislature considers that city officials should not be empow- 
ered to levy more than 10 mills, it should at least permit the electors 
of a city to vote whether the tax rate can be more than this amount. 
The people of any city can surely be trusted not to tax themselves 
beyond their willingness to pay and should be permitted to support 
as generously as they will the schools for the education of their 
children. 

Costs within the system. — When compared with 25 other cities, the 
ratio of the cost per pupil in high school to cost per pupil in the 
elementary grades is about the average, as may be seen from the 
following table: 

Cost per pupil in hiffh school io $1 of cost in elementary school. 



Virginia, Minn $3.37 

Bloomfield, N. J 2. 67 

Ironwood, Mich 2. 58 

East Chicago, Ind 2. 34 

Kenosha, Wis 2. 33 

Redlands, Cal 2.30 

Wiuisau, Wis 2.18 

Ithaca, N. Y 2.12 

Rome, Ga 2. 11 

Winston-Salem, N. C 2.09 

Long Beach, Cal 1. 94 

Owensboro, Ky 1. 85 

Bristol, Conn, (median) 1.81 



Champaign, 111 i $1. G7 

Ehjria. Ohio 1. 66 

Beverly, Mass 1. 65 

Moline, 111 1.60 

Leavenworth, Kans 1. 58 

Hackensack, N. J 1. 57 

Attleboro, Mass 1. 51 

Alameda, Cal 1.41 

Gloucester, Mass 1.37 

Burlington, Iowa 1. 36 

Danbury, Conn 1. 22 

Muncie, Ind 1. 16 



The generally accepted ratio is 2 to 1. 

Elyria is spending less for instruction and more for maintenance 
than the median for 41 other cities of between 10,000 and 25,000 
population, as may be noted from the following table, which shows 
the per cent each item of expenditure is of the whole : 

Elyria. 

General control '. 3. 6 

Instruction 76. 2 

Maintenance and operation of plant 17. 4 

Auxiliary agencies, libraries, etc 2. 8 

Total 100. 100. 



In 44 cities. 


4.5 


80.0 


15.0 


.5 



ADMINISTRATION AND SUPERVISION. 



27 



For comparison of cost per high-school subject see page 112. 

That there may be more definite data in the office of the superin- 
tendent of schools regarding costs, it is recommended that the clerk 
of the board keep his accounts to show unit costs. 

The cost of fuel per 1,000 cubic feet in each building should be 
known. If it is costing much more to heat 1,000 cubic feet in one 
building than in another, an investigation should be made to dis- 
cover the cause. If the current expenditure is more per pupil in one 
building than in another, why? These are some of the problems 
that a unit cost accounting system would present. 

The following table contains comparisons of certain fiscal items 
in 1912 and 1916 : 

Comparison of fiscal items for five-year period ending August 31, 1916. 



Per cent 
of in- 
crease. 



School tax rate (mills) 

Average daily attendance 

Total expenditure 

Conducting schools (current expenses) 

Interest paid 

Bonded indebtedness paid 

Revenue from local taxes „..'. 

Revenue from State school fund 

Revenue from other sources 

Valuation of property 

Wealth per child in average daily attendance 

Cost per pupil for conducting schools based on average daily attend- 
ance, excluding capital outlays and debt service 



3.76 

2,068 
$125, 005 
$80,937 
$6, 491 
$6,000 
$78, 607 
$6,138 
$8,962 
$22,315,460 
$10,790 

$39 



4.95 

2,595 

$143, 673 

$121,373 

$21, 539 

$7,500 

$116, 004 

$8,499 

$10, 706 

$24,500,000 

$9,441 

$47 



THE SCHOOL BOARD. 

City boards of education in the State of Ohio are organized under 
a general statute which provides that in cities of less than ,50,000 
population the board of education shall consist of not less than three 
nor more than five members, elected at large. The law provides that 
members of school boards shall be elected in odd years for a term of 
four years. In Elyria the board consists of five members, the term 
of two members expiring at the end of one biennial period and three 
at the end of the next. County, State, and National elections are held 
in even years. The purpose is to divorce school and municipal elec- 
tions, so far as possible, from the dominating influence of some strong 
State or National candidate or issue, so that the local offices may be 
filled with men selected because of their qualifications rather than 
because of their party affiliations. 

A better provision would be for five members elected at large for 
a term of five years with a member elected each year at a special 
school election. Under the present provision it is possible for three 
new members to be elected at the same time who might at once en- 



28 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

tirely reverse the policy of the board and of the superintendent. It 
usually takes about a year for a new member of a city school board 
to learn what the function of a school board is. By electing one 
member a year he will, if a new member, have an opportunity of 
becoming acquainted with school conditions by the time another 
new member is elected. This plan is considered safer, since it pre- 
vents sudden breaks in the policy of a board and makes continuous 
development more certain. 

Powers and duties. — The State law gives the school board full and 
complete power over the schools. It has no power, however, to levy 
taxes nor to fix the amount of money to be appropriated; but after 
the funds have been appropriated to the school board, it has full 
power to use these funds for school purposes as in its judgment seems 
best. 

Relation to the superintendent. — A most commendable feature in 
the administration of the Elyria schools is that the school board 
places full responsibility on the superintendent. 

Until recently the school board has employed a director of schools, 
as the State law permits. This office was responsible directly to the 
school board and not to the board through the superintendent. The 
law empowered him to appoint, subject to the approval of the board, 
all empk^ees except teachers, supervisors, principals, superintendent 
of instruction, and clerk of the board, to have the care and custody 
of all property of the school district, real and personal (except 
moneys), to oversee the construction of buildings in the process of 
erection and repairs, to advertise for bids, and purchase all supplies 
authorized by the board. By granting the director these duties and 
making him responsible directly to the board there were two execu- 
tive officers — the superintendent of instruction and the director, or 
business manager. 

When the office of director of schools was established the thought 
of the school board no doubt was that there is no relation between 
the educational and business matters of the board. There can be no 
such divorcement. The purpose of the school is to educate children. 
Every phase of the administration of the schools must have this end 
in view. The superintendent should have general supervision of 
even the purchase of supplies and the erection of buildings. 

The Elyria school board has therefore wisely placed the entire 
management of the schools in the hands of the superintendent. There 
are no longer two executive heads. The director has been retained as 
clerk of the board and as business agent. His duties are still practi- 
cally the same as they were as director, but he reports to the board 
through the superintendent and is subject to the orders of the super- 
intendent in business matters, just as principals and supervisors are 
in matters of instruction. 



ADMINISTRATION AND SUPERVISION. 29 

The members of the school board say that they employ a superin- 
tendent to conduct the schools, that they give him much freedom, 
and hold him responsible. The minutes of the board for the past 
three years were examined, and this statement is borne out by the 
fact that the superintendent's name is frequently mentioned as mak- 
ing this or that recommendation. He has recommended the election 
of teachers, changes in the course of study, transfer of teachers, and 
the adoption of textbooks. This policy of the board in giving full 
power to the superintendent in these matters is in accord with the 
present tendency in school administration. It would be much easier 
for a superintendent who has no other interest than that of holding 
his position or of drawing his salary to permit the school board to 
select teachers and textbooks on its own initiative, but the superin- 
tendent who wants to secure results and to earn his salary is willing 
to assume all the responsibility. 

A point worthy of commendation is that individual board members 
do not listen to the complaints of parents and others, but refer them 
to the superintendent. If the complainant is not satisfied with the 
decision of the superintendent, he may appeal to the school board as 
a board. This is the only workable policy for a school board to 
adopt. Individual members of school boards should never attempt 
to settle difficulties between pupils and teachers or parents and 
teachers, nor to dictate policies to teachers or principals. 

The school board holds a regular meeting once a month. During 
the past three years there has been, on an average, one special meet- 
ing each month. The length of the board meetings is usually from 
one to two hours, sometimes more than two hours. Every important 
proposition is discussed at length. Often there occurs in the min- 
utes of the board the sentence, "After a thorough discussion of the 
question the roll was called." Though there are several standing 
committees, the reports of these committees are usually discussed in 
board meeting. 

There are on the Elyria school board the following committees : 
Finance, buildings and grounds, sanitation and hygiene, textbooks, 
advisory. It is doubtful whether a board of five members that em- 
ploys expert executives needs any standing committees. However, 
from a study of the minutes of the board and from conversation 
with members of the board and its clerk, there is no evidence that 
these committees have undertaken to do the work for which the board 
employs an executive officer; nor is there any evidence that these 
committees have furnished the board with information that could 
not have been provided by the superintendent of schools. 

The budget should be prepared by the superintendent and sub- 
mitted to the entire board for its careful study. The clerk of the 
board should, of course, assist in preparing the budget. The su- 



30 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

perintendent and the business agent should report to the board the 
condition of buildings and grounds and have authority to make all 
needed repairs without having to consult a committee. The super- 
intendent should collect information through the school physician 
and the school nurse regarding the sanitation of the buildings and 
report to the board. 

Textbooks should be adopted by the board only on the recom- 
mendation of the superintendent. He can recommend to a board of 
five as well as to a committee of three. 

Every committee could be abolished without lessening the effi- 
ciency of the board as a legislative body. The school board is small 
and should act as a committee of the whole. Each member of the 
board should be informed upon every phase of the school work, and 
not only upon one phase, if he is to vote intelligently upon all meas- 
ures. Though there has apparently been no abuse of the committee 
organization of the Elyria school board, there are no valid reasons 
for its continuance. 

The electors of Elyria have, as a rule, elected men and women as 
school board members who are well known for their interest in public 
affairs or for their ability as business managers. The present board 
is composed of four men and one woman. They have shown their 
interest in education by giving their time and attention to the schools, 
often at a sacrifice of their own private business interests. 

ELEMENTARY TEACHERS. 

The generally recognized educational and professional standard 
for elementary teachers is four years' high-school work and two 
years' normal-school work. When measured by this standard the 
schools of Elyria fall short. The amount of schooling the ele- 
mentary teachers of Elyria have had beyond the eighth grade aver- 
ages only 4.8 years, including all attendance in high schools, State 
normal schools, city normal courses, summer schools, and extension 
courses. 

The following table shows the number of years' attendance beyond 
the eighth grade on the part of the several teachers : 



2 to 3 


3 to 4 


4 to 5 


5 to 6 


6 to 7 


7 to S 


years 
3 


years 
3 


years 
29 


years 
20 


years 
4 


years 
2 



Only 10 elementary teachers have had two years' professional 
work beyond the high school, 24 one year's work, and 15 of the latter 
number have had but little more than the work offered in the one- 
year city normal course, a term at a summer school or an extension 
course. Those who have not had the city normal course or who have 



ADMINISTRATION AND SUPERVISION. 



31 



not graduated from a regular normal school have usually had two 
or three terms of summer school work and several years' extension 
work. 

The following table shows how Elyria ranks with 23 other cities 
in respect to the average number of years' schooling, beyond the 
eighth grade : 

Average number of years of schooling beyond the eighth grade. 



Cities. 


Popula- 
tion, 1910. 


Years' 
schooling 
beyond 
elemen- 
tary 
grades. 


Cities. 


Popula- 
tion, 1910. 


Years' 
schooling 
beyond 
elemen- 
tary 
grades. 




6,000 

5,107 
4,000 
6,587 
3,000 
5,560 
4,252 
4,000 
6,000 

19,000 
2,000 

19,000 


6.5 
6.4 
6.3 
6.0 
6.0 
6.0 
5.8 
5.7 
5.6 
5.6 
5.6 
5.5 




30,000- 
19, 000 

7,000 
12, 000 

5,000 
45, 000 
35,000 
14, 000 
53,000 
96,000 

7,000 
10,000 


5.4 






5.4 






















Rockford, 111 






Joliet, 111 


4.8 






4-8 

4.8 










4.6 






4.7 















Measured by the standards maintained in a majority of these cities 
Elyria ranks low, falling in the lower fourth, or seven-tenths of a 
year less than the median and one year less than the upper quartile. 

As a further comparison the following table, showing the per cent 
of years' attendance beyond the eighth grade on the part of the 
elementary teachers of Elyria and of 24 cities in Arizona is presented : 

Per cent of attendance beyond the eighth grade by elementary teachers. 



Per cent of Elyria 
teachers 

Per cent of teachers 
in 24 Arizona cities. 



than 
1 year. 



lto2 
years. 



2to-3 

years. 



3 to 4 
years. 



4 to 5 
years. 



47.5 
11.3 



5 to 6 
years. 



32.8 
22.6 



7 to 8 
years. 



More 
than 
8 years. 



Only 9.9 per cent of the teachers of Elyria have attended school 
six or more years beyond the eighth grade ; 54.6 per cent of the city 
teachers of Arizona have attended school that length of time. If 
it is possible for cities in a new State like Arizona to have standards 
so high that more than half the teachers have had six or more years' 
schooling beyond the eighth grade, the same should be possible for a 
city like Elyria in an old State like Ohio. 

The old idea that teachers are born, not made, has nothing to jus- 
tify it except the fact that some persons are born with an aptitude 



32 



EDUCATIONAL SUEVEY OF ELYEIA, OHIO. 



for teaching just as some are born with an aptitude for law or medi- 
cine. No one would advocate permitting any person to practice 
medicine without special training. The teacher is no more " born " 
than the lawyer, the doctor, or the engineer. 

Years of experience of Elyria teachers. 





Years of experience. 




1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11-15 


16-20 


21-25 


26 or 
more. 


Number of 
teachers 

Per cent of 
teachers 






6 

9.8 


7 
11.4 


4 
6.5 


2 
3.3 


2 
3.3 






2 
3.3 


2 
3.3 


2 
3.3 


19 
31.2 


9 
14.7 


2 
3.3 


4 

6.5 



When compared with 27 other cities Elyria ranks high with re- 
spect to the experience of its teachers, as is shown by the following 
table, ranking third with 2.1 years more than the median. 

Average number of years of experience by teachers of certain cities. 



Years. 

Greensburg, Ind 13. 

Morgan Park, 111 12. 5 

Elyria, Ohio 11. S 

Rockford, 111 10.9 

Winnetka, 111 10.8 

Oak Park, 111 10.7 

Boonville, Mo 10.3 

Junction City, Kans 10. 1 

.Toliet, 111 9.9 

Russell, Kans 9.9 

Mishawaka, Ind 9. 7 

De Kalb, 111 9. 5 

Aurora, 111 9.3 



Leavenworth, Kans 


9.2 


Mount Carroll, 111 


8. 4 


Gary, Ind . 


. _ _ 8. 2 


Harvey, 111 __ 


. _ 8.0 


Webster Groves, Mo 


7. 5 


Norfolk, Nebr 


7. 


East Chicago, Ind 


6.9 


Granite City, 111 


6.9 


South Bend, Ind 


6. 7 


Noblesville, Ind 


6. 2 


Whiting, Ind 


5. S 


Maple Lake, Minn 


5.2 


Bonner Springs, Kans 


3.7 



The following table shows the number and per cent of elementary 
teachers who have taught in the city of Elyria their first year, second 
year, etc. 

Years taught in Elyria by elementary teachers of Elyria. 





Years of experience in Elyria. 




1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11-15 


16-20 


21-25 


26 or 
more. 


N umber o f teachers 

Per cent of teachers 


7 
11.4 


8 
13.1 


8 
13.1 


2 
3.2 


3 
4.9 


3 
4.9 


2 
3.2 


2 
3.2 


2 
3.2 


1 
1.6 


14 

22.8 


4 
6.4 


2 
3.2 


4 

6.5 



ADMINISTRATION AND SUPERVISION. 



33 



Of the 61 elementary teachers, 24 have taught in the city of 
Elyria 11 or more years. The average tenure is 7.8 years. The 
power of the Elyria schools to hold teachers is good when com- 
pared with 24 other cities, as shown in the following table : 

Average tenure of elementary teachers. 

Years taught 
in city. 

Aurora, 111 9. 1 

Rockford, 111 9. 1 

Joliet, 111 8. 7 

Leavenworth, Kans 8. 

Elyria, Ohio 7. 8 

Greensburg, Ind 7. 6 

Morgan Park, Ind 7. 

Mishawaka, Ind 6. 6 

Mount Olive, 111 6. 6 

Russell, Kans 6. 5 

Winnetka, 111 6.4 

Mount Carroll, 111 6. 2 



Years taught 
in city. 

Junction City, Kans 3. 8 

Noblesville, Ind 5. 5 

Bonnerville, Mo 5. 4 

De Kalb, 111 5.2 

Granite City, 111 4. 2 

South Bend, Ind 4. 

East Chicago, Ind 4.0 

San Antonio, Tex .- 3. 5 

Webster Groves, Mo 3. 2 

Bonner Springs, Kans 2. 4 

Norfolk, Nebr 2.0 

Maple Lake, Minn 1. 4 



The teachers of Elyria average two more years of experience in 
the same city than those in the median city of the group. The 
average amount of experience of teachers before entering the Elyria 
schools is 3.5 years. 

This amount of experience may offset to a certain extent the lack 
of professional training. On the other hand, much experience may 
be a handicap to some teachers. Experience alone does not make a 
teacher. Experience counts for but little unless there is a back- 
ground of knowledge of subject matter and of the best methods of 
presenting it. Then, too, experience gained by teachers in a rural 
school without supervision counts for but little in the improvement 
of teaching power. Such teachers may have succeeded as disciplina- 
rians and classroom organizers. Some even without professional 
training may employ good methods of teaching, but the only safe 
plan is to engage teachers who have had professional training. 

Salaries. — The salaries of elementary teachers in Elyria are not 
high when compared with those paid in 32 other representative cities 
in different sections of the country. 

The following table shows the median salaries of elementary 
teachers in 33 cities of between 10,000 and 25,000 population 
(1912-13) . 

61564°— 18 3 



34 



EDUCATIONAL SUEVEY OF ELYBIA, OHIO. 



Median salaries of elementary teaclLcrc 



Fargo, N. Dak $713 



Alameda, Cal $1,110 

Missoula, Mont 1,080 

Fresno, Cal 950 

Boise, Idaho : 900 

Great Falls, Mont 900 

Reno, Nev 900 

Cheyenne, Wyo 840 

Phoenix, Ariz 810 

Gary, Ind 800 

Plainfield, N. J 800 

Morristown, N. J 775 

Aberdeen, Wash 770 

Oak Park, 111 750 

Hackensack, N. J 750 

Kearney, N. J 750 

Trinidad, Colo 750 

Norwood, Ohio 740 



The median salary in Elyria in 1912-13 was $600 ; now it is $700. 
If the median salaries in the other cities have increased in like pro- 
portion, Elyria ranks low in comparison. The minimum salary paid 
at present is $500, the maximum $700, except teaching principals, 
who receive the salary of the grade they are teaching, plus $12.50 
per room used. 

When compared with salaries of cit}^ officials in Elyria the salaries 
of teachers are low, as may be noted from the following table: 

Salaries of city officials in Elyria. 



East Chicago, Ind 


700 


Ansonia, Conn 


70) 


Elyria, Ohio 


1 700 


Ann Arbor, Mich 


700 


Sandusky, Ohio 


675 


Salem, Oreg _ _ 


675 


Bellville, 111 __ _ 


me 


Muncie, Ind 


640 


Moline, 111 


639 


Marshalltown, Iowa 


600 


Dunkirk, N. Y 


600 


West Chester, Pa 


600 


Kenosha, Wis 


585 


St. Cloud, Minn 


563 


Alexandria, Va 


550 



Chief of police $1,500 

Captain of police 1,120 

Patrolmen, class A 1, 120 

Patrolmen, class B 1,060 

Patrolmen, class C 1,000 

Desk sergeant 1,000 

Chief of fire department 1, 500 

Assistant chief, fire depart- 
ment 1, 240 

Captain, fire department 1, ISO 



Lieutenants, fire department $1, 150 

Master mechanic, fire depart- 
ment 1, 240 

Engineers, fire department 1, 180 

Firemen, class A 1, 120 

Firemen, class B 1, 060 

Firemen, class C , 1, 000 

City-hall janitor 840 

Cemetery superintendent 900 



Since these tables were compiled the salaries of city officials have 
been increased in some cases as much as $140 a year. Salaries of 
teachers have been increased $17.50 a year. 

The salaries and wages paid the city officials and employees are 
by no means large. The point is that teachers are not paid enough 
in comparison. A teacher must spend five or six years preparing 
for her work and expend from $50 to $100 every few years attend- 
ing school. She must attend educational meetings, and purchase 



In 1916-17. 



ADMINISTRATION AND SUPERVISION. 35 

books and magazines. Her salary should be at least as much as that 
of a policeman. 

The minimum wage of day laborers for city work in Elyria is 
$3 a day ; counting 180 days to the year the minimum for teachers 
is $2.78 ; counting 300 days to the year it is $1.67. The maximum 
for day laborers is $5 per day ; counting 180 days to a year the maxi- 
mum for teachers is $3.87 ; counting 300 days to a year the maximum 
is $2.34. 

It is also interesting and significant to compare salaries of teachers 
with those of janitors. The janitors are not overpaid, but the 
teachers are underpaid. 

Salaries of schoolhouse janitors in Elyria: 

Janitor A $1,260 

Janitor B 1, 020 

Janitor C 990 

Janitor D 924 

Janitor E 840 

Janitor F 840 

The median salary of janitors in the elementary schools is $975, 
or $275 more than for elementary teachers. The highest salary paid 
a principal of elementary schools is $887.50, or $372.50 less than the 
highest-paid janitor, and only $47.50 more than the lowest-paid 
janitor. 

Promotion of teachers. — The plan of promoting teachers in Elyria 
is to give an increase of $50 a year until the maximum of $700 is 
reached. A teacher brought in from another school at a salary of 
$650, say, would receive but one increase. Teachers employed first 
at $500 a year would receive four increases. After a teacher has 
taught three or four years in a school system and there is but little 
or no prospect of f urther increase she is likely to become discontented 
and to seek a position elsewhere. If there is a tendency on the part 
of the teaching corps to seek other positions, the result will be that 
the better teachers will secure positions elsewhere and the poorer 
ones will be left. 

A salary schedule should be prepared with a minimum salary suffi- 
ciently high to secure the services of the best normal-school graduates, 
or normal-school graduates with one or two years' successful experi- 
ence. The maximum salary should be sufficiently high so that there 
may not cease to be an increase after three or four years' service in the 
Elyria schools. The salary schedule should provide for three or four 
classes, so that it will take anyone beginning in the lowest class from 
six to eight years to reach the maximum, and increase in salary should 
have some relation to proven ability in teaching. 

Increase in pay should be based on experience, additional prepara- 
tion, and merit. A teacher who attends summer school should, as a 



36 EDUCATIONAL SUEVEY OP ELYRIA, OHIO. 

rule, have a larger increase in salary than a teacher of equal ability 
and experience who does not. The attendance at summer school may 
fairly be taken as evidence of interest and of desire to improve. A 
teacher who does not improve after several years of experience should 
not be given a larger salary, and if she makes no effort to do better 
work, she should not be reelected. No teacher can afford not to at- 
tend school every three or four years, and no school board can afford 
to employ a teacher who does not attempt to improve. The board 
should, however, provide substantial salary increases for all teachers 
who are making further preparation and who are growing in effi- 
ciency. No others should be retained. 

The teachers* training class. — "At the opening of each school year a 
class of high-school graduates is organized to secure the professional 
training and experience required by law of all who would become 
public-school teachers." Five girls comprised the class of 1916-17, 
although at the time of the survey only three were in attendance. 
These received instruction in school management, methods of teach- 
ing, agriculture, physiology, and physical culture; reviews in arith- 
metic, grammar, geography, and history; 10 lessons each in music, 
drawing, and penmanship; and practice teaching. This work, to- 
gether with a six weeks' course at the Kent Normal School, entitles 
the students to a year's normal-school credit. 

Two days a week are given to classroom work and three to obser- 
vation and practice teaching in the schools. The students are also 
used as substitutes in the city schools, for which they draw regular 
pay. The work in agriculture is taken with the high-school class, the 
students attending on their classroom days. The pedagogical work is 
given by the supervisor of primary grades. 

If this training class fed its graduates directly into the city schools, 
there would be no hesitation in recommending that it be discontin- 
ued ; but as it does not, it must be judged merely as a teachers' training 
class, sanctioned by the State, for the purpose of preparing teachers 
for the rural schools. The education given is meager, to be sure 
but it is better than nothing. The graduates usually do their first 
regular teaching in rural or small city schools, and some of them go 
on to complete the full normal-school course. Many, however, return 
to the Elyria schools as teachers before completing the normal course. 
This should be discontinued. 

The classroom- work could be strengthened by letting more teachers 
take part in giving it. One or two of the elementary-school prin- 
cipals and perhaps the superintendent might conduct classes. This 
would not only give the students more varied instruction, but would 
also react favorably on those who give the work. 



ADMINISTRATION AND SUPERVISION. 37 

SUPERVISION. 

SUPERVISION OF INSTRUCTION. 

One of the great problems in Elyria is how to provide effective and 
economical supervision of instruction in the elementary grades. The 
grade buildings have from 3 to 13 teachers. There are in the Frank- 
lin Building 13 teachers ; in the Jefferson, 9 ; in the Gates, 10 ; in the 
Hamilton, 9; in the McKinley, 11; in the Ridge, 6; and in the Gar- 
ford, 3. The principals of the Garford and the Ridge School teach 
all the time; the principals of the other schools have an hour a day 
for supervision of instruction and for matters of routine. A substi- 
tute teacher is emplo} T ed to teach an hour a day for these principals. 

It is evident that the principals can do but little supervising in one 
hour. Since each principal has the same period each day free for 
supervision, she can observe only the teaching of the subjects that 
are on the program at her free period, unless the teacher visited is 
requested to change her program. If the present plan of supervision 
is continued, the programs should be changed so that the principals 
may observe the teaching of different subjects. 

Most of the time of the principals is, however, so taken up in 
routine affairs that supervision of instruction is a secondary matter. 
Among the details attended to by the principals are: Investigation 
of cases reported for discipline ; talks with pupils who are delinquent 
in their work ; reporting cases of illness of children to school nurse ; 
reporting absentees to truant officer; talks with parents by tele- 
phone ; answering telephone calls from main office and from parents ; 
making out reports; ordering and distributing supplies; keeping sav- 
ings-bank books; writing notes to parents; assisting parent-teachers' 
associations. The principals while teaching are often interrupted 
by children sent from other rooms for information regarding some 
phase of school work, by telephone calls, or by persons coming to the 
door to ask where a child or teacher may be found. One principal 
reports that she has had as many as 10 interruptions during a recita- 
tion. With all these details to look after, no time is left for super- 
vision. Some of these details, however, could be attended to before 
and after school hours. Arrangements should be made so that a 
principal while teaching will not be interrupted by telephone calls. 
It is suggested that all calls be made through the superintendent's 
office, and that no principals be called while teaching-. 

Practically all the supervision of instruction must be done by the 
superintendent and the primary supervisor. Heretofore there have 
been supervisors of music, of art, and of penmanship. As stated 
elsewhere in the report, the services of the supervisors of music and 
art were discontinued, owing to a lack of funds ; only the supervisor 
of penmanship is retained. 



38 EDUCATIONAL SURVEY OF ELYBIA, OHIO. 

A supervisor of music and a supervisor of art are no doubt neces- 
sary in a school system of the size of that of Elyria, but it is very 
doubtful whether the school board is justified in employing a super- 
visor of penmanship. If results in this subject are to be obtained, 
the teacher must obtain them. A lesson once in two weeks by a 
supervisor who does nothing more than teach accomplishes but little, 
if any, more than the regular teacher can accomplish. Every child 
writes much of the time in school, and if the teacher does not require 
the child to write well in his regular work, a weekly drill by a super- 
visor will accomplish little. The principles of the system of pen- 
manship used in the schools are easily acquired. It is then a matter 
of attention to the daily written work and to a few minutes of drill 
exercises. 

The need of the following supervisors is recommended in other 
sections of this report: A supervisor of manual arts, teaching part 
time; a supervisor of home economics, teaching part time; a super- 
visor of home gardening, who should be the teacher of agriculture in 
the high school; a playground supervisor; a supervisor of music; 
and a supervisor of art. 

Many teachers need instruction in the teaching of music and art. 
The position of supervisorship of these two subjects should be re- 
stored at once. If, however, the tax rate can not be increased or 
more funds provided, provision should be made for instruction in 
music and art by departmentalizing the work through the grades 
sufficiently to permit the teaching of music and drawing by special 
teachers and the other subjects by the regular classroom teacher. 
This plan saves the overhead charge for supervisors. The regular 
classroom teacher would have her subjects reduced by two, thus 
allowing her more time for the preparation of her lessons in other 
subjects. At present some teachers exchange work, teacher A, for 
example, taking teacher B's pupils for music, while teacher B takes 
teacher A's pupils for spelling. This plan could be extended so that 
one teacher in a building would teach all the music and another all 
the art. 

The plan for general supervision provides for supervision by the 
superintendent of schools, a primary supervisor, and the building 
principals each for an hour a day. 

With small buildings it is apparent that the cost of supervision 
would be excessive if each building were in charge of a supervising 
principal wholly relieved of teaching. 

Two plans for more effective supervision may be suggested for 
Elyria: (1) A supervising principal for a group of buildings or (2) 
a primary and upper-gra^e supervisor with a head teacher or teach- 
ing principal in each building. 



ADMINISTRATION AND SUPERVISION. 39 

By the former plan three group principals would be necessary. 
The Hamilton and Franklin Schools would form one group with 22 
teachers; the Gates and Jefferson Schools another group with 19 
' teachers ; and the Ridge, the McKinley, and the Garf ord Schools 
the third group with 20 teachers. The additional cost for these three 
supervising principals, who should be trained supervisors, would 
be approximately $4,800 a year. 

The latter plan — a supervisor of primary and of grammar 
grades — would require only two supervisors at a minimum cost of 
$3,200, or somewhat less for principals for a group of buildings. 
From the standpoint of the improvement of teachers in service, 
the latter plan is no doubt the better of the two, because super- 
vising principals for groups of buildings often have so many petty 
problems that they fail to supervise. There is this advantage, 
however, they are in a position to be the leaders of the community 
interests in their respective districts. They would not, however, 
devote all their time to the improvement of teaching as the grade 
supervisors relieved from all trivial affairs would do, for the latter 
could devote all their thought, skill, and energy toward unifying and 
vitalizing instruction throughout the entire system. All teachers 
in every part of the city would be working with the same end in 
view. If there are supervising principals, there may be as many 
aims as there are principals. Standards will be higher in one dis- 
trict than in another, depending upon the ideas of the supervisor of 
the district. 

It is recommended that the position of supervisor of primary 
grades be retained and that the position of supervisor of intermediate 
and grammar grades be established. These supervisors should be 
persons of good general and professional education and proven skill 
in teaching and special training for the work of supervision. 

If, however, it is thought that financial conditions in Elyria will 
not at present permit the employment of both these supervisors, it is - 
recommended that the position of primary supervisor be continued. 

If the recommendation on page 122 that there be six years in the 
elementary grades and three years in the junior high school be 
adopted, one supervisor for both the kindergarten and the first six 
grades and a supervising principal for the junior high school would 
provide all the general supervision needed. It is recommended that 
this be the plan to be adopted. 

The question arises, What would remain for a superintendent to do 
if a primary and an upper grade supervisor were employed? In a 
city the size of Elyria the duties of a superintendent are multi- 
farious. He must decide upon the policies of the school, keep the 
community in touch with the schools, address different organizations 
in the city on educational or other topics, make a careful study of 



40 EDUCATIONAL SUKVEY OF ELYBIA, OHIO. 

textbooks, visit schools in other cities, study the qualifications of 
teachers employed, visit teachers who are applying for positions in 
Elyria, consult with teachers and others, hold teachers' meetings. 
These' are only a few of the things that make demands upon the time 
of a superintendent in a city the size of Elyria. His visits to the 
classrooms of 100 teachers must necessarily be brief. Even if he 
were to give his whole time to supervision he could not spend more 
than five or six hours during the year in a teacher's classroom. In 
addition to classroom visitation there must be the personal confer- 
ence after each visit. 

If there were a primary and a grammar grade supervisor or only 
one for all grades, the superintendent should not make any fewer 
visits to the classrooms. He would visit classrooms and if he noted 
any teacher that needed help he would assign the supervisor the task 
of improving the instruction of that teacher, or if the supervisor by 
means of objective tests or even by observation discovered that a 
teacher is not obtaining good results, the superintendent could by 
visitation ascertain the cause and suggest methods for improvement. 
Supervision would not be haphazard, but more nearly on a scien- 
ific basis than at present. There should be more than mere inspec- 
tion and observation. There should be from time to time a careful 
testing of results. In a city the size of Elyria the superintendent 
himself can not do much of this kind of work — not enough to be 
effective. 

In brief, the schools of Elyria are undersupervised, as the com- 
mittee has found by observing and testing classroom instruction. 
As compared with other cities the cost of supervision in Elyria is 
low. For the year 1915-16 the cost of teaching in Elyria was 
$87,587, or 72.16 per cent of the total current expenses; supervision, 
$4,877.07, or 4.01 per cent of the total current expenses. In 44 cities 
of between 10,000 and 25,000 population the median per cent for 
teachers' salaries is 66.76 ; for supervision 9.17. For the present 
year, since the services of two supervisors have been dispensed with, 
less than 4 per cent will be spent in supervision in Elyria. 

HEALTH SUPERVISION. 

The school nurse. — An efficient school nurse is one of the admir- 
able features of the school system in Elyria. Regular visits are 
made by her to each building and home visitations in case a pupil 
is out of school with illness. 

Baths are fitted up in three buildings, and are used by the pupils 
under her direction. The children are weighed once a month, and 
careful records are kept by the nurse of their physical well-being. 
All pupils who need medical advice can consult the school physician, 
who is one of the city's leading practitioners. Operations at tho 



ADMINISTRATION AND SUPERVISION. 41 

hospitals can be arranged for by him at the suggestion of the school 
nurse, and no charge is made for consultation or for treatment. 

The following report of the school nurse shows the extent of the 
work done by her department: 

Number of children examined since October 1, 2,229. 
Number having physical defects : 



Defective teeth 642 

Enlarged tonsils 188 

Adenoids 202 

Defective hearing 69 



Defective vision 144 

Anemia and malnutrition 85 

Orthopedic defects 18 



Parents are made aware of physical defects in their children by notices of 
physical defects, referring them to their family physician, dentist, or hospital 
dispensary. If no attention is paid, the school nurse makes home calls. 

Defects corrected since October 1, 105. This does not include defective teeth 
corrections except indigent cases taken personally to the dentist. Other cor- 
rections will be noted on the pupils' health card at second examination. 

According to my regular schedule each building is visited three to four hours 
each week, as soon as school opens. Teachers send in any children that may 
need treatment or dressings. Regular routine examinations begin after- 
wards. Each child is examined twice a year. Every child brings his or her 
health record card and observations are made while the child faces a good 
light, near a window. When the child opens his mouth the condition of teeth 
and mucous membrane are noticed. The tonsils are inspected. Mouth breath- 
ing or signs of nasal obstruction are noted. Ears are observed for impacted 
cerumen or any discharge. Eyes are inspected for any inflammatory diseases. 
The hearing and vision are then tested ; the hearing by means of the whis- 
pered voice test and the vision by means of the Snellen test cards. Any 
defect found is noted on the pupils' health card for future reference. If the 
defect is a marked one, a cross is made after the defect and it is called to the 
parents' attention for correction. Health talks are frequently given in the 
classroom, especially on dental hygiene. Certain grades are inspected for 
head lice and skin diseases. Home visits are made in the afternoons when 
not at any school. One afternoon a week is usually set apart to take children 
to the specialist, physician, or hospital. 

Enlargement of this department needed. — The nurse quite evi- 
dently had too many calls on her time to do full justice to all the 
children under her care. An assistant, trained in the service, is rec- 
ommended for this department. 

SCHOOL POPULATION AND PROGRESS THROUGH THE GRADES. 

According to the school census 1 taken in 1916, there are in Elyria 
4,561 children from 6 to 21 years of age. The enrollment in the pub- 
lic schools is 2,614, and in the parochial schools 651, making the total 
number of children between 6 and 21 years of age attending public 
and parochial schools 3,265. To this number should be added those 
who are attending business school, normal school, and college. Just 

1 The school census was made several months before the enrollment in this report was 
compared with the school census. 



42 



EDUCATIONAL SURVEY OF ELYEIA, OHIO. 



what this number is is not known, but a conservative estimate would 
place it at about 100. There are, therefore, approximately 1,200 
children between the ages of 6 and 21 years not in school. Some of 
this number have graduated from high school and gone to work, 
others have left school to go to work at 16 or IT years of age and be- 
fore graduating. 

According to the school census there are in the city 3,248 children 
between the ages of 6 and 16 years. There are 2,826 children of this 
age in the public and parochial schools, leaving 422 unaccounted for. 
The enrollment of children from 8 to 14 years of age is 1,848, while 
the census shows 1,825 children of this age in the city. It is there- 
fore safe to assume that practically every child between the ages of 
8 and 14 years of age is enrolled in school. There is no definite way 
of knowing whether this is the case without a continuous census and 
without comparing the school enrollment with the census. 

The attendance of the children enrolled in the elementary schools 
is good, as is shown by the following table : 

Number of children in each school u:ho attended from 1 to 90 days during the 
first half of the school term. 





Schools. 


Days. 


Gates. 


Ridge. 


Garford. 


Franklin, 


JeSer- 

son. 


McICin- 
ley. 


Hamil- 
ton. 


Total 


1-10 


2 
2 
fi 
2 

6 
2 
3 
2 
3 
11 
7 
7 
11 
29 
72 
1S7 




6 
2 

2 
1 
4 
1 
4 
7 
2 
3 
7 
16 
35 
113 


1 




1 



1 




1 

2 
1 
3 
2 
21 
56 


2 
3 

4 
4 
4 
5 
4 
8 
2 
5 
7 
12 
12 
41 
53 
89 
208 


1 
2 

4 
3 
2 
2 

1 
1 
1 
4 
4 
8 
15 
17 
54 
1S7 


6 
6 
4 
3 
5 
2 
1 
5 
2 
4 
3 
6 

17 
31 
54 

257 


7 
3 

2 

1 
2 
6 
1 


3 
10 

9 
24 
47 
210 


19 


11-15 


17 


16-20 


23 


21-2.5 


17 


26-30 


13 


31-:J5 


18 




12 






46-50 


9 


51-55 


17 


56-60 


34 


61 05 


36 






71-75 


103 


76-80 


172 


81-85 




86- -90 


1,218 




Total 


352 


204 


90 


463 


308 


414 


326 


2 157 






Per cent attending 
more than— 


73.5 
53.1 


72.5 
55.3 


85.5 
62.2 


64.1 
44.9 


78.2 

60.7 


75.1 
62.0 


78.8 
64.4 













Some schools maintain better attendance than others. The com- 
paratively poor attendance at the Franklin school is explained by the 
fact that many foreign children attend that school. Unless there is 
sickness among them, the foreign children should attend as well as 
any others. It may be necessary to call upon the attendance officer 
oftener than the other schools do, but it is the function of an attend- 
ance officer to keep children in regular attendance. The law does not 
permit irregular attendance of foreign children any more than it does 



ADMINISTRATION AND SUPERVISION. 



43 



of American children. The fact that, the foreign population is con- 
tinually shifting may account for the low percentage of children in 
Franklin school who attended more than 80 days during the first half 
year. 

It is noted, too, that attendance in some rooms is almost perfect, 
while in other rooms in the same building with children . from the 
same environment the attendance is poor. Evidently some teachers 
know how to secure attendance better than others. The teacher who 
keeps a live school has but little difficulty in securing regular at- 
tendance. 

But there are always some parents who must be compelled to send 
their children regularly. An attendance officer is employed part time 
for this purpose. In a city the size of Elyria it is scarcely possible to 
enforce the compulsory law with only part-time service of one officer. 
This officer, when interviewed by a member of the survey committee, 
stated that there is enough work to keep one person busy the entire 
day for five days in the week. This does not mean that there is much 
truancy. The chief duty of an attendance officer is to visit parents 
who are inclined to keep their children out of school to run errands 
or for occasional work. If the attendance officer had no other duty 
than that of looking, up cases of truancy, he would have but little 
to do. Though he reports 121 cases of truancy for a period of eight 
months, only 6 of these were serious enough to refer to the probation 
officer. The other cases may be classed as " hookey cases," a sort of 
lapsing for a clay into freedom from artificial classroom restraint. 

The following table presents the report submitted by the attendance 
officer for a year, the months of September and October being omitted 
because no attendance officer was emplo3 T ed during those two months : 

Attendance officer's report. 



Items. 


January. 


Febru- 
ary. 


March. 


April. 


May. 


June. 


Novem- 
ber. 


Decem- 
ber. 


Absence caused by- 


8 
7 
2 
2 
2 


5 

6 
3 


7 

10 

8 


15 

12 
2 


16 

31 
21 


14 

49 
50 


12 

17 
17 




Kept out by par- 














6 

1 




1 
3 
1 


10 
3 










4 
2 

5 


5 
4 








2 


2 


Working without 








Referred to probation 






4 
34 


2 
84 








Visits 


27 


21 


37 


122 


59 









The enforcement of the attendance law would be made easier if 
the school enrollment at the beginning of the term were checked with 
the school census. No use is made of the school census as a means of 
locating children not in school. One of the most useful factors in a 



44 



EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 



compulsory-attendance law is the school census. This census should 
be taken by the attendance officer just before school opens in Sep- 
tember. The enrollment list in public and parochial schools should, 
by the close of the first week of school, be compared with the census 
list to see what children are not in school. The attendance officer 
should then ascertain why those not in school have not enrolled and 
should take steps to secure the enrollment of all those who are of 
the compulsory school age. 

The attendance officer should keep a permanent census, after he 
has once made up a complete list of all the children in the city. 
Whenever children move into the city their names and addresses 
should be placed in the census list, and whenever children move out 
of the city their names should be taken from the list. This can be 
done easily if a card system is used. 

It is recommended that the school board employ an attendance 
officer on full time; that he take the school census, and that he com- 
pare the enrollment lists in public and parochial schools with the 
school census for the purpose of determining what children are 
not in school. 

The Elyria schools hold children in school to a later age than 
many other schools do. The number enrolled at each age is practi- 
cally the same up to 1G years, as may be noted from the following 
table : 

Distribution of pupils by age, June 1, 1917. 



Age. 



6 years. 

7 years. 

8 years. 

9 years . 

10 years 

11 years 

12 years 

13 years 

14 years 



Number 


Per cent 


of pupils. 


of total. 


190 


7.2 


233 


8.8 


243 


9.2 


258 


9.8 


242 


8.8 


221 


8.4 


222 


8.4 


228 


8.6 


218 


8.3 



Age 



Per cent 
of total. 



15 years 

16 years 

17 years 

18 years 

19 years 

20 years 

21 years 

Total 




The holding power by grades is comparatively good 
ing table shows distribution of enrollment by grades : 

Distribution of pupils by grades, September, 



The follow- 



1916. 



Grade. 


Enroll- 
ment. 


Per cent 
of total. 


Grade. 


Enroll- 
ment. 


Per cent 

of total. 


Elementary. 
1 


378 
323 
270 
280 
242 
218 
185 
187 


14.2 

12 

10 

10.4 
9 

8.1 
6.9 
6.9 


High school. 
IX 


233 
152 
135 

78 


• 8.7 


2 


X 




3 


XI 




4 


XII 


2.8 








6 


598 




7 


Total elementary and 




8 


2,681 






100.0 


Total 


2,0S3 


77.9 









ADMINISTRATION AND SUPERVISION. 45 

Data were collected to ascertain the number of children under 
age, of normal age, and over age for their respective grades. The 
ages were taken as of June 1, 1917. Children in the first B grade 
from 6 J to 1\ years of age are considered of normal age; all 1\ 
or more years of age in this grade, as over age; all less than 6 J, 
as under age. In the first A grade, children from 7 to 8 years of 
age are classed as of normal age ; all 8 or more years of age, as over 
age ; and all less than 7 years of age, as under age. 

This report on retardation 1 is not as complete as it should be, ow- 
ing to the fact that it was impossible to procure data to show whether 
progress through the grades has been rapid, normal, or slow. 

An attempt was made to collect data showing the number of years 
each child had been in school, but owing to a lack of records and to 
the inability of many children to furnish this information, this 
part of the study is omitted. To present statistics showing only the 
number of years a child is behind his grade does not show all the 
facts. A pupil may be old for his grade and be making normal or 
even rapid progress. If a pupil enters school late, he may be over 
age, but he may be making a grade a year. If so, the retardation of 
that pupil should not be charged to the school, nor should the pupil 
be considered slow. 

The following table shows the age-grade distribution of ele- 
mentary school pupils'. 

*Tae term retardation is used only in the sense of overageness. 



46 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 





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ADMINISTRATION AND SUPERVISION. 
Children under age, of normal age, and over age. 



47 



Grade. 


Under 
age. 


Of normal 
age. 


Over age. 


IB 


Per cent. 
27.7 
43.0 
22.7 
26.8 
20.0 
25.6 
16.1 
23.6 
9.4 
22.9 
20.4 
17.0 
12.7 
27.4 
23.2 
26.5 


Per cent. 
62.0 
43.4 
47.1 
42.8 
43.5 
40.6 
39.5 
43.4 
38.7 
31.8 
38.8 
44.7 
39.2 
30.1 
44.6 
39.8 


Per cent. 
10.2 
13.6 
30.2 
21.4 
36.5 
33.8 
44.4 
32.9 
51.9 
45.2 
40.8 
38.3 
48.1 
42.5 
32.1 
33.7 


1A 


2B 


2A 


3B 


3A 


4B 


4A 


5B 


5A 


6B 


6A 


7B 


7A 


8B 


8A 


Total 


24.3 


42.5 


33.1 





Children under age, of normal age, and over age in each school. 



Schools. 


Under 
age. 


Of nor- 
mal age. 


Over 




Per cent. 
25.3 
36.0 
26.1 
24.8 
30.3 
26.9 
23.9 
24.3 


Per cent. 
36.5 
40.0 
46.2 
38.7 
47.3 
38. 9 
47.4 
42.5 


Per cent. 
38.2 
24.0 
27.7 
36.5 
22.4 
34.2 
28.7 
33.1 


Garford 












City 





In a study x of retardation in 29 cities, in which the ages were also 
taken as of June 1, it was found that 29 per cent of the school chil- 
dren were under age, 34 per cent of normal age, and 37 per cent over 
age. In Elyria 24.3 per cent are under age, 42.5 of normal age, and 
33.1 per cent over age. There is but little retardation in the first 
grade in Elyria, the greatest amount being in the fifth grade. 

The table following shows by grade the number of children re- 
tarded less than one year, one to two years, two to three years, and 
three or more years. 

1 Identification of the Misfit Child. Ayres. 



48 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 
Retardation in the schools of Elyria. 



Grades. 


Number retarded. 


Less 

than one 

year. 


One to 
two 
years. 


Two to 
three 
years. 


Three or 
more 
years. 


IB . 


12 
21 
31 
25 
32 
43 
27 
28 
3S 
26 
23 
36 
27 
23 
16 
30 


1 
6 
3 
11 

5 
18 
13 
15 
11 
24 
11 
14 

8 
12 

2 

8 


3 
2 
2 
2 

•7 
8 
7 
4 
8 

4 
3 

12 




]A 


1 


2B . . 


2A 


2 


3B .. 


3A 


2 
4 


4B 


4A 


5B 


3 


sa..: 

6B 


6A... 




7B 




7A 


5 


SB 


8A , 






Total 






438 


162 


71 


19 





The 14 children below the seventh grade retarded three or more 
years should have special wrk. There is no doubt that many of the 
children retarded two years or more should be placed in what might 
be termed " opportunity classes." 

Though the amount of retardation in the Elyria schools is not 
excessive when compared with other schools, there should be fewer 
over-age pupils in each grade. 

From a study of promotions made in February, 1917, it is evident 
that too many children failed, the average promotion rate for the 
city being 86.9. Since the per cent of over-age children is small in 
the primary grades and large in the upper grades it is evident that 
few children enter school late and that they become over age, partly 
at least, because of failure. 

The following table shows the per cent promoted in each grade in 
each school: 

Rate of promotion. 



Franklin 

Jefferson 

McKinley 

Hamilton 

Ridge 

Gates 

Garford 

Average 



86.6 
91.0 
79.4 
77.0 
72.9 
86.2 



92.5 

84^7 
100.0 
83.3 



Per cent, 
85.9 
93.8 
95.0 
80.0 
93.0 

lboio 



Per cent. 



100.0 
92.0 
90.0 



Per cert. 
80.4 
93.8 
86.0 
87.9 
95.0 
94.1 



• cent. 
81.4 
90.0 



95.0 
93.1 



Per cent. 
94.3 



86.0 
84.5 



Per cent. 
84.5 
93.5 



\verage. 



92.9 
88.0 
83.2 
92.0 
86.5 
88.6 



86.9 



With an average annual promotion rate of 78.3 per cent for the 
first grade, only 783 children out of 1,000 entering the first grade 



ADMINISTRATION AND SUPERVISIC 



49 



would be promoted to the second. That the average promotion rate 
of 86.9 per cent for all the grades is low is evident from the fact 
that, out of 1,000 children entering the first grade, only 325 would 
complete the eighth grade without failing. A promotion rate as high 
as 95 per cent permits only 663 children to complete the grades with- 
out failure. Of course some of the children who fail repeat and grad- 
uate in spite of failure, but why should 675 of 1,000 children in 
Elyria fail while going through the eight grades? This is based 
on the supposition that the average promotion rate for the past eight 
years has been 86.9 per cent. 

Other causes it is true operate to produce failures, as irregular at- 
tendance and sickness. The former can be a charge against the 
school unless caused by sickness, and it is unfortunately true that 
sickness may frequently be charged to the school. The cause of a 
large amount of failure must be charged to the school. It may be 
due to a poorly prepared course of study or to poor teaching. If 25 
per cent of a class fail there is evidently something wrong with the 
teaching or with the course of study. Whenever a teacher says that 
her pupils fail because they take no interest in school that teacher is 
acknowledging her inability to arouse interest or possibly the teacher 
is held to a threadbare course of study to such an extent that it is 
impossible to awaken interest in the class. From observations the 
committee is of the opinion that some of the failures are due to poor 
teaching, and that there would be fewer failures if the course of 
study were better suited to the needs of the pupils. 

The following table shows the per cent of failures in six subjects 
in each of the eight grades: 



Failures in six subjects in each of the eight grades. 



Subjects. 


Grades. 


Average. 


1 


2 


3 


4 


5 


6 


7 


8 




Per ct. 

0.3 

.0 

20.3 

17.7 


Per ct. 

0.7 

.0 

10.1 

6.8 


Per ct. 
4.8 
2.6 
5.1 
11.5 


Per ct. 
1.5 
3.1 
1.6 
11.7 
10.6 


Per ct. 
2.8 
5.0 
1.4 
12.0 
8.7 


Per ct. 
6.2 
5.5 
3.2 
13.2 
11.6 


Perct. 
3.3 
12.7 
1.1 
17.2 
8.3 
3.0 


Per ct. 

4.0 

13.3 

.0 

9.8 


Perct. 
2.6 




3.9 




6.6 




12.0 




9.6 










7.5 


5.9 



















There is an excessive number of failures in arithmetic in most of 
the grades. In the first grade 17.7 per cent fail in this subject. No 
child in the first grade should fail of promotion because of arithmetic. 
It is generally agreed that arithmetic should not be taught formally 
below the second grade. Many authorities would not have it taught 
except incidentally below the third grade. 
61564°— 18 4 



50 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



The following tables show the per cent of failures in six subjects 
in each grade for the different schools: 

Failures in reading. 



Schools. 


Grades. 


Average. 


1 


3 


3 


4 


5 


6 


7 


8 




Per ct. 
26.7 
13.0 
8.0 

22! 

27.14 


Per A. 
16.7 
7.5 
6.0 
13.5 
.0 
13.0 


Perot. 
4.7 
3.0 
5.0 
11.12 
2.0 
2.2 


Per ct. 

1.3 
.0 
.0 

4.7 
.0 

2.8 


PercU 
4.0 
.0 
.0 
.0 
.0 
3.0 


PercU 

0.0 

.0 
.0 
15.8 
.0 
3.4 


Perct. 

0.0 

.0 
3.0 
.0 


Per ct. 
0.0 
.0 
.0 


Per ct. 
7.02 




3.5 




3.1 




11.7 






5.8 




.0 


.0 


8.9 






Average 


20.34 


10.14 


5.1 


1.6 


1.4 


3.2 


1.1 


.0 


6.6 



Failures in arithmetic. 



Schools. 


Grades. 


Average. 


1 


2 


3 


4 


5 


6 


7 


8 




Per ct. 
25.3 
4.0 
8.0 
21.4 
22.0 
20.0 
13.8 


Per ct. 
15.00 
1.5 
6.0 
13.5 
.0 
2.2 
21.74 


Per ct. 
15.00 
6.0 
9.0 
15.56 
' 7.0 
5.5 
.0 


Perct. 
14.00 
6.25 
7.0 
28.0 
.0 
8.1 
10.0 


Perct. 
13.00 

2.0 
10.0 
21.21 

4.0 
18.0 


Per ct. 
18.6 
20.0 
13.0 
0.0 
.0 
20.0 


Per ct. 
5.7 
3.1 
14.0 
11.5 


Perct. 
10.7 
9.6 
11.0 


Perct. 
14.3 




6.05 




10.0 




15.88 






7.3 


Gates 


26.6 


6.2 


14.7 


















Average 


17.66 


6.8 


11.45 


11.7 


12.0 


13.2 


17.2 


9.8 


11.93 



Failures in spelling. 



Schools. 


Grades. 


Average. 


1 


2 


3 


4 


5 


6 


7 


8 




Per ct. 
1.3 

.0 
.0 
.0 
.0 
.0 
.0 


Per ct. 
0.0 
.0 
2.0 
1.8 
.0 
.0 
.0 


Per ct. 
7.8 

.0 
9.0 
2.2 
2.0 
4.5 

.0 


Per ct. 
0.0 
6.25 
.0 
2.4 
.0 
28.0 
.0 


Per ct. 
10.0 
.0 
.0 
3.04 
4.0 
.0 


Per ct. 
8.4 
.0 
.4 
10.55 
3.0 
.0 


Per ct. 
0.0 

.0 
7.0 

.0 


Per ct. 
4.0 
.0 
6.0 


Perct. 














Ridge 






6.6 


.0 




















Average 


.3 


.7 


48 


1.5 


2.8 


6.2 


3.3 


4.0 


2.6 



ADMINISTRATION" AND SUPERVISION. 
Failures in geography. 



51 



Schools. 


Grades. 


Average. 


4 


S 


6 


7 




Per ct. 
7.0 
6.25 
10.0 
28.0 
.0 
8.1 


Per ct. 

10.0 
2.0 
9.0 

12.2 
4.0 
8.0 


Per ct. 

13.5 
3.0 

14.0 
7.9 
5.0 

17.3 


Per ct. 

8.5 

.0 

12.0 

7.6 


Per ct. 
10.4 




3.0 




11.3 




13.9 




4.6 




10.0 










10.6 


8.7 


11.6 


8.3 


9.6 







Failures in history. 



Schools. 


Grades. 


Average. 


7 


3 




Per ct. 
5.7 
.0 
1.0 
.0 
16.6 


Perct. 

7.7 
3.2 
8.0 


Per ct. 




1.5 








.0 




9.3 


12.7 








3.0 


7.5 


5.9 







Failures in language. 



Schools. 


Grades. 


Average. 


3 


4 


5 


6 


7 


8 




Per ct. 
0.0 
.0 
1.0 
11.12 
2.0 
2.2 


Per ct. 

5.5 
.0 
.0 

6.0 
.0 

2.8 


Per ct. 
4.0 
.0 
6.0 
15.16 
.0 
3.0 


Per ct. 

8.4 
6.0 
9.0 
5.3 
.0 
6.8 


Per ct. 
5.7 
3.1 
16.0 
11.5 


Per ct. 
13.8 
6.4 
13.0 


Per ct. 




1.8 








5.9 






.6 




26.6 


18.7 


5.8 








2.6 


3.1 


5.0 


5.5 


12.7 


13.3 


3.9 







It may be noted that there is a wide variation among the schools in 
the proportion of failures in several subjects. In the Jefferson School 
only 4 per cent of the first grade failed in arithmetic, while in the 
Franklin School 25 per cent of the first grade failed in that subject. 
In the Jefferson School 3.1 per cent of the seventh grade failed in 
arithmetic, while in the Gates School 26.6 per cent of the seventh 
grade failed. In the Hamilton School 15.8 per cent of the seventh 
grade failed in reading, while in four other schools there were no 
failures in reading in that grade. 



52 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Among the remedies to reduce the number of failures and the 
amount of retardation, the following may be suggested : 

1. A course of study better adapted to the needs of the children. 

2. The elimination of formal arithmetic in the first grade or the 

adoption of a better and more concrete method of teaching it. 

3. The reduction of the amount of technical grammar in the sev- 

enth and eighth grades. 

4. More and better supervision. 

5. The advancement of the teacher with the class for three or four 

years. Much time is wasted by teachers at the beginning of 
each term in getting acquainted with new pupils. Few of the 
teachers know what the children in the grades below study, or 
how well. If teachers were advanced with their classes for 
three or four years they would become intimately acquainted 
with each pupil, and would not be teaching merely first grade 
or second grade, but teaching children. 1 This plan also would 
permit children to be grouped differently in different subjects. 

6. The organization of a summer term for children who have failed 

in one or two subjects. In cities where summer schools are 
maintained about 75 per cent of the children who fail in one 
or two subjects at the close of the term and attend summer 
school make up the work. 

7. Children in the primary rooms should be divided into three or 

four groups instead of two. The slow-moving pupils should 
be in one group, more rapidly moving pupils in another, and 
so on until about four groups have been formed. If there 
are two first grades in a building, eight groups can be formed, 
so that there will be only an interval of about a month be- 
tween each group. A child need not then be held until the 
end of the term and required to repeat a half year's work. 
He can be dropped back to the next lower group when he 
shows that he can not keep up with the group that he is in, 
or if he shows special ability, he can be advanced to the next 
higher group. This plan does not cause a collection of the 
dull pupils into a class by themselves from the fact that the 
best pupils from below are allowed to rise as fast as their 
ability can carry them. Bright pupils are continually added 
to the different groups. In every group there will be its 
quota of bright pupils, some leading the class and some just 
sustaining themselves in it, having recently joined it. 

1 See U. S. Bureau of Education Bulletin, 1915, No. 42, The Advancement of the 
Teacher with the Clasa. 



ADMINISTRATION AND SUPERVISION. 



53 



RECORDS AND REPORTS. 

One of the fundamental principles of school management is that 
only those records and reports that contain data usable for adminis- 
trative purposes should be made. If the teachers are required to 
record too much, they tend to become mere clerks and to lose sight 
of the art of teaching. In Elyria, however, there is too little rather 
than too much attention given to records. No permanent records are 
kept in the elementary schools to show the entire school life of each 
child. Steps should at once be taken to prepare a card-record system 
to show for each child the number of days attended during the year, 
scholarship, etc. The following form, which was recommended by 
the department of superintendence of the National Education Asso- 



[Face.] 



1. Last name 2. First name and initial 


ELEMENTARY SCHOOL RECORD SYS- 
TEM-ADMISSION, DISCHARGE, AND 
PROMOTION CARD. 


3. Place of birth 


4. Date of 

birth 


5. Vacci- 
nated 


To be kept for every pupil and sent 
with the pupil when he is transferred 
to any school, either public or pri- 
vate, in the city or outside the city. 
Great care should be used to have the 
names COMPLETE and CORRECT. 

Write all dates as follows: 1912- 
9-25. 


6. Name of parent or 
guardian 


7. Occupation of parent 
or guardian 


8. RESIDENCE. (Use one column at a tune. Give new 
residence when pupil is transferred.) 


9. Date of 
discharge. 


10. Age 
Yrs. Mths. 


























































































When a pupil is permanently discharged to work, to remain at home, or because of death, 
permanent illness, or commitment to an institution, this card is to be returned to the principal's 
office and a full statement of the cause of the pupil's discharge is to be made in the blank space 
remaining above. (over) 



54 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 
[Reverse.] 



ELEMENTARY SCHOOL RECORD SYSTEM — PROMOTION RECORD. 

This card is to pass from teacher to teacher or from school to school as the pupil is 
promoted or transferred. It is to be filled out and sent to the principal's office when 
any change is made requiring a change in the office records. It is then to be sent to 
the teacher who has the pupil. 


a 
School 


b 

Date of 
admission. 


c 

Age Sept. 1. 

S o 
> S 


d 

O 


e 

E 
o 

or 


f 
a. 


Z 

CD 

I 


h 

n 
c 
o 
O 
























































































































































































































































































































































(over) 



The card would be unproved if it contained on the reverse side a 
scholarship record by subjects. 

In the high school a permanent record for each pupil has been kept 
in a large book. A card system or a loose-leaf ledger would be more 
convenient. This card or ledger should show essentially the same 
facts as the card for elementary schools. 

In the grades and in the high school it is the custom to send 
monthly report cards to parents, showing days attended, times tardy, 
grades made in each subject, etc. A bimonthly report would be as 
effective as a monthly report. Special reports asking cooperation 
should be sent parents whose children are showing signs of weakness. 
This special report should state causes cf the pupils' falling behind in 
their work. Or, better than a written report in serious cases, would 
be a personal visit. If reports are sent out each month, much time is 
wasted by the teachers in compiling them. A teacher no sooner has 
one set of reports made out than she must begin another. There 
should be a breathing spell between reports. There should be fewer 
reports, or some one should be employed to record the grades. In a 
large high school it is a difficult problem to keep track of pupils dur- 
ing the day. There must of necessity be some way for teachers to 



ADMINISTRATION AND SUPERVISION. 55 

report to the principal's office whenever a pupil is absent from her 
class. The Elyria High School seems well supplied with blanks and 
cards for this purpose. Each teacher is provided with a blank on 
which she reports the hour a pupil is absent from her class. If a 
pupil " cuts a class " he is discovered. A form is used for pupils 
who wish to consult with the librarian or with a teacher in another 
room. By the use of this ticket it is definitely known whether a 
pupil has loitered on the way to or from the library or other room. 

There should be more data regarding the children of Elyria in 
the office of the superintendent of schools. At the close of each term 
there should be sent him from each room the number of failures by 
grades and by subject and causes, distribution of leavings and with- 
drawals by ages and grades and causes, and distribution of attend- 
ance. 1 

For the teacher to furnish the superintendent with the data needed 
will require but little time. All tabulation should be made by clerks 
in the superintendent's office. He and his assistants should then in- 
terpret the data for administrative purposes. 

The attendance officer should keep a file of the school census cards, 
as recommended in another part of this report. 

It is also recommended that the superintendent each year issue a 
report covering the work of the year. In this report he should have 
data showing the exact conditions as regards attendance, progress of 
pupils, costs, etc. 

SUPPLEMENTARY CLASSES. 

Provision for exceptional children. — Provision for exceptional chil- 
dren is made in three special schools or classes : One for crippled and 
convalescent children, one for subnormal children, and one for motor- 
minded boys who do not take sufficient interest in the academic work 
alone. 

A school for crippled and convalescent children is conducted in the 
city hospital. Seven children of varying ages and attainments were 
in attendance when the survey was made and the city course of study 
was followed. An experienced primary-school teacher was in charge. 
The children took great delight in their work and were making com- 
mendable progress. This school is obviously a boon to children who 
are either temporarily or permanently kept from attending the regu- 
lar schools by their afflictions, and the city and State deserve high 
credit for maintaining it. 

The schools for backward children and for motor-minded boys are 
both conducted in the old high-school building. The backward chil- 
dren, of whom 12 were in attendance, are in charge of a woman who 
has had special training for her work. She teaches the children in 

1 For a full discussion of records and reports, see U. S. Bureau of Education Bulletin, 
1912, No. 3, Report of Committee on Uniform Records and Reports. 



56 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

small groups and adapts the work well to their capacities. While 
some are receiving instruction in reading, writing, spelling, lan- 
guage, arithmetic, or geography, others are engaged in studying or 
in sewing, knitting, weaving, crocheting, making baskets, or caning 
chairs. 

The school is in session from 8.30 to 11 a. m. and" from 1 to 2 p. m., 
with a recess from 9.45 to 10. On the program all the forenoon time 
is set apart for work in the academic subjects and only the one hour 
in the afternoon for handwork. Although some handwork is done 
incidentally in the forenoon, it seems clear that too much time is 
spent on the academic subjects, in which the pupils are but little 
interested, and not enough on the handwork in which the pupils are 
much interested. Shopwork in manual training for the older chil- 
dren comes only once a week and can not now come oftener because 
the shops are occupied by the high-school pupils and by the voca- 
tional class. 

The teacher in charge realizes that the facilities for manual train- 
ing and handwork are inadequate and has requested more. Her re- 
quest should be heeded. 

This class not only does good work for the pupils that are in it, 
but it assists the schools generally by relieving the teachers of those 
pupils who can not keep up with the regular work. In this respect 
the class does not reach far enough. Unduly backward children 
were observed i i a number of schools, and some of the teachers volun- 
tarily spoke of their presence. These were usually remote from the 
building in which th3 special classes are housed. Elyria should pro- 
vide an additional class for backward children. 

An elementary school population of 2,100, such as Elyria's, would 
ordinarily be expect 1 to furnish about 30 children sufficiently back- 
ward to require special instruction. Not more than 15 of such pupils 
should be assigned to one teacher. 



Chapter IV. 

SCHOOL BUILDINGS. 



THE WASHINGTON SCHOOL. 

The -Washington or Old High School building was very badly 
planned, but apparently was well constructed as measured by the 
standards of its time. It is now in many respects unfitted for 
school purposes and should either be put in a more sanitary con- 
dition by thorough renovation or reconstruction or in part aban- 
doned. If it is decided to reconstruct the building the roof should 
be taken off, all the inner walls should be taken down, and a com- 
petent architect familiar with school needs should be asked to re- 
plan and reconstruct it. The lighting in most of the rooms is bad, 
the rooms are impractical in size and shape, and the curiously con- 
structed assembly room is dark. Any plan of reconstruction which 
will retain the outside walls will necessitate the disuse of the space 
in the center of the building except for halls, and these will be of 
necessity unnecessarily wide. The building is too wide in either of 
its main axes for two classrooms and a hall between; but an inner 
room could not be properly lighted and ventilated, and this waste 
will be necessary. Under the laws of Ohio, if a general reconstruc- 
tion is undertaken which would affect or change the vital features 
of the building, it is necessary to comply with the present law in 
full. The statute says: 

It shall be unlawful for any owner, officer, board, committee, or other per- 
son to construct a * * * schoolhouse * * * or to make any addition 
thereto or alteration thereof, except in case of repairs without affecting the 
construction, sanitation, safety, or other vital feature of said building or 
structure, without complying with the requirements and provisions relating 
to this act. 1 

Because an unusual number of heavy brick walls were built from 
the basement to the attic and the support of the roof distributed 
rather irregularly in certain parts, it would be a difficult task, 
though possible, to support the roof when some of the supernumerary 
walls are taken down to make a greater number of classrooms. Fur- 
thermore, the location of the windows in the outer walls is bad, and 
if the proper lighting were provided, the appearance of the build - 

»Laws of Ohio, vol. 102, 1911, p. 586. 

57 



58 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

ing from the outside, which is now pleasing, would be marred. The 
best thing to do is to tear the whole building down and use the stone, 
brick, and other salvage materials to construct an entirely different 
type of building. If this can not be done now and it is desired to 
get the most service out of the building at the least cost, the present 
hot-air heating system should be taken out and the classrooms and 
offices should be fitted with indirect-direct steam radiation, steam for 
which can possibly be supplied from the new technical building. The 
laws of the State demand, when steam heating is used, that what 
is known as the " split system " shall be used ; that is, a part of the 
radiators shall be situated in the classroom and a part in the base- 
ment, through which fresh warmed air may be forced through ducts 
leading to the rooms. 1 In case this would overtax the boilers in the 
latter building, it would be necessary to install an independent 
heating system in the old building, and this would introduce the diffi- 
culty and the necessity of reconstructing a part of the basement, 
which is now in a very bad and insanitary condition. It would be 
poor economy to install in this damp basement an expensive heat- 
ing plant, and the State laws would not permit the installation except 
in a thoroughly fire-proofed room. 2 

Whatever plan is adopted, it will be necessary, both for the health 
of the children and the safety of the building, to render this base- 
ment dry and to throw into it more light and sunshine. 

There is another plan which might be considered to make this build- 
ing further useful. The room immediately back of the stage can 
easily be made into a serviceable recitation or laboratory room, and 
one or two of the small rooms on the east side could be transformed 
at small expense into recitation rooms, which would always be useful 
for the advanced classes in more or less specialized work. It is pos- 
sible also to fit up at comparatively slight expense, if the authorities 
of the State will permit, a room in the attic in the central part of the 
building. This would be especially adapted for mechanical or free- 
hand drawing. If this is attempted it would be necessary to make 
a safe passageway from the top of the steps to this room mentioned, 
as well as to render the room safe and warm in cold weather. 

There is only one effective way to make the basement of this build- 
ing or that of any other school building dry, and that is to surround 
it with an open-jointed farm-tile drain, set lower than the foundation 
walls, and at a distance of approximately 6 feet away. Naturally 
this drain must have a clear outflow either to the surface of lower 
ground or else, where permitted, trapped into a sewer. The method 
of placing this drain is as follows : 

J Laws of Ohio, vol. 102, 1911, p. f>30. 

» Sec. 12600-48, p. 622, Laws of Ohio, 1911. 



SCHOOL BUILDINGS. 59 

1. Dig a trench about 6 feet from the outside walls and at least 6 
inches deeper than the foundation walls — a foot would be better. 
The purpose is to conduct all ground waters away from the building 
and to keep the footings of the walls from standing in water-soaked 
ground from which moisture would be carried by capillarity into 
the walls above. Once the ground under the walls and basement 
floors is thoroughly dry no more trouble will be experienced if the 
drain is set properly. Naturally the tiles must be set carefully, so 
that the water which will gather in them will be carried off imme- 
diately. 

2. Well-burnt 4-inch farm-drain tile, which should cost from 3 
to 5 cents a foot, will be large enough. 

3. If a shovel full of medium coarse gravel be carefully poured 
over each joint after the tiles have been set and fastened on the bot- 
tom of the drain, no broken stone or cinders need be put over the tiles. 

4. In undertaking to drain deep basements it will be found neces- 
sary to run a level from the proposed outlet of the tiles to all points 
in the coarse of the drain about the building so as to be sure that it 
can be deep enough and have sufficient fall in all parts to cause the 
water to flow away readily. 

5. It is far better to put a drain around a building than to put it 
under the floor or against the walls. By the use of the former method 
the water is caught before it is forced under the building and the 
dangers of damp walls and floors are greatly lessened. 

6. The joints between the tiles must not be cemented together or 
joined any closer than necessary to prevent the infiltration of sand 
or silt. 

WORKMANSHIP. 

The newer buildings, with perhaps the exception of the Gates 
School, show in various parts that the workmanship was not of a 
high grade. The cement work, plastering, finishings, and plumbing 
in many instances do not show good work. It is difficult at times 
for boards of education to command the means to do what they are 
both willing and anxious to do; but great care should be taken in 
drawing specifications, and then it should be demanded unflinch- 
ingly that the work when completed shall be an exact fulfillment of 
the contract. Furthermore, the best economy in permanent school 
buildings demands good material and the best of workmanship, for 
where hundreds of children spend a great part of their working- 
hours there is bound to be hard usage. 

As an example of poor workmanship or improper specifications, 
or both, the cement floors in the McKinley School and the cement 
work in the Technical High School may be cited. Other buildings 
show the same defects. There is a great wear and tear on basement 



60 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

floors, especially when the only toilets available are located there. 
The Technical High School gets harder usage than any hotel in 
Cleveland, for its daily attendance is greater and the expense for 
its care is small in comparison; hence the need for great care in con- 
struction. An example of bad planning occurs in the plenum cham- 
ber of the Technical High School building. That plenum chamber 
consists of a set of large tunnels and passageways under the lowest 
floor of the part of the building devoted to classrooms.^ Into this set 
of caverns a medium-sized fan delivers tempered air, and is sup- 
posed to put it under sufficient pressure to force it equally into the 
classrooms without the loss of its heat. Theoretically and practi- 
cally this is not possible in cold weather. There should have been 
built at a suitable place under the building a plenum chamber of 
the proper dimensions to receive the air, and from this all the ducts 
leading to the rooms should emerge. The ducts should be properly 
covered to prevent the loss of heat, and the plenum chamber should 
be air-tight to keep the air within it under pressure and to insure 
its rapid exit into the rooms. As it is, the space under the lowest 
floor is absorbing most of the heat in cold weather, and it seems 
certain the fan is unable to meet the demands on it. Adequate tests 
should be made during cold weather to determine the best method 
of correction. Perhaps the least expensive and most practicable 
plan would be to install additional radiators in rooms and halls and 
depend on the windows for some of the ventilation. This would be 
theoretically erroneous advice if the rooms were supplied with suffi- 
cient fresh warm air, but since this is not true some other method of 
heating and ventilation must be provided. 

The down spouts from the eaves troughs should have been set in 
the walls to prevent them from filling with ice when the snow 
partially melts on the roofs in midday and freezes in the night or 
afternoons. The drains from outside areaways and stairways are 
improperly constructed and are doubtless overtaxed during heavy 
rains or thaws. These and many other details show the lack of care- 
ful planning or poor construction. Such faults should be prevented 
in future building. 

THE SELECTION OF SCHOOL GROUNDS. 

The selection of a good site for a school building is extremely 
important. Comparatively few boards of education realize how 
.intimately the size, shape, position, orientation, and contour of a 
school lot may affect not only the sort of building it is to carry, 
but somewhat intimately the whole educational usefulness of tha 
building. Satisfactory lighting for classrooms can only be had when 
the windows face either east or west. Suppose, therefore, that a 
lot is chosen fronting a street or roadway running north and south. 



SCHOOL BUILDINGS. 61 

The lighting could be properely arranged under these conditions 
only if the broad sides of the building should front east or west ; 
hence a whole side of the building should open toward the street. 
This might be all right provided the lot were deep enough from east 
to west to set the building well back from the street, otherwise the 
noise and dust from the street would be a constant menace to the 
quiet and healthful condition of the classrooms. If, on the other 
hand, a lot be selected fronting a street running east or west, then 
the end or narrow part of the building would have to face the 
street and the windows on the broad sides of the building face east 
or west. Generally speaking, this is the best direction in which to 
face a building. It permits the main entrance to be situated in one 
end of the main hall so that the classrooms may be located on either 
side of this, opening to the east and west for their light. This, then, 
would shield the rooms somewhat from the noise and dust of the 
street and allow the long axis of the building to run at right angles 
to the street. Furthermore, it is advisable, if possible,, to select a 
lot on the south side of a street running east and west rather than 
the north side. The reason for this preference is that the playground 
back of the building will receive the sun better and be drier and 
more acceptable as a playground than if it were in shadow of the 
building. 

The necessity of selecting a lot which can be easily drained is 
illustrated by the location of the high-school building. Here, be- 
cause the basements are deep and the ground nearly level, the diffi- 
culty of placing the tile drain about the buildings sufficiently low to 
keep the foundations and basements dry is evident. If a playground 
runs off into low ground which receives the drainage from contiguous 
territory, another difficulty is encountered. All considerations, there- 
fore, demand a lot which lies higher than the ground about it at 
least in one direction, with ample opportunity for thorough subsoil 
drainage. 

Large grounds for school buildings are important even though the 
children must walk for a greater distance. Play is one method of 
teaching children, and it is their legitimate right. The games of 
children meet the instinctive needs of child life. Through their 
variety they have given the children almost an unlimited opportunity 
for exercise which tends to develop all parts of the body. Instinc- 
tively boys have taken to those games which demand strength and 
fleetness, while girls' games are more individualistic and less strenu- 
ous, especially upon the muscles of the shoulders and back. Besides, 
games are the most democratic institutions about our schools. The 
hero of the playground is not measured by any family or social rela- 
tions, but by his ability to surpass in playing the game according to 
rule. They learn to work together, to cooperate as a team, and to 



62 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

adjust their tempers. It is poor economy to stint children with 
scant playgrounds and to fail to give them the needed opportunity 
for cooperative effort. The problem in America is to learn to sub- 
ordinate individual desire when this runs counter to the best insti- 
tutions of the group. Well-regulated and well-ordered playgrounds 
are fundamentally necessary for an education in a democracy which 
we are striving to attain. It is better to economize in many other 
things rather than in spaces for playgrounds. Five or six acres of 
ground around the high-school group of buildings would afford 
space for tennis courts, baseball diamonds, and football grounds, and 
would add greatly to the educational poportunities. A playground 
at a distance from the school building is better than none, but the 
lack of necessary supervision and care always detracts from the 
value of such games as may be organized. Furthermore, shower 
baths, lavatories, and drinking water are more easily supplied at the 
school building than at a detached playground. All successful 
democracies have counted heavily on games and plays as a funda- 
mental part; of the preparation for citizenship. A boy who has no 
opportunity to learn to play at school is deprived of one of the 
essentials of education, both physical and social. 

A school lot, if possible, should always be away from busy thor- 
oughfares, from business houses, from railways and noisy car lines 
of any description. It should be a quiet, clean, safe spot where chil- 
dren can be gathered together, free from disturbance and from the 
dirt and dust of modern commercial life. 

The Elyria school board is to be commended for its policy of mak- 
ing a careful study of the city and anticipating as far as possible the 
needs in its several districts by going into the market early and select- 
ing the best locations, and thus forestalling exorbitant prices usually 
demanded for school grounds. 

By way of recapitulation it may be said that school grounds de- 
mand the following conditions : 

1. They should be large enough for ample playgrounds. 

2. They should be dr}^ and capable of thorough underdrainage. 

3. They should preferably face a street running east and west and 
situated on the south of the street. 

4. They should be away from busy thoroughfares, manufacturing 
places, street railways, steam railways, and any other disturbing or 
injurious environment. 

5. The soil should be capable of producing lawns, flowers, and 
trees, and suitable for playgrounds. 



SCHOOL BUILDINGS. 63 

PLANNING SCHOOL BUILDINGS. 

When new buildings are to be constructed it is desirable that a 
committee of teachers, with the superintendent as its chairman, be 
selected to cooperate with the architect in working out every detail 
of the plans. The architect should make pencil sketches for pre- 
liminary studies until full agreement is reached between the com- 
mittee, the board, and the architect. Before final plans are made it 
would be well to submit the preliminary plans to specialists in this 
field, and then, of course, to the State authorities for approval. The 
architect should never be allowed to make final drawings until these 
preliminary studies are carefully made and approved by all con- 
cerned. Teachers know, or should know, what conditions are de- 
manded for comfort, convenience, and health in school buildings, and 
they haA^e a perfect right to be heard. They know more about school- 
houses from the standpoint of function than architects do. Archi- 
tects should be held responsible for safety in construction, for 
honesty in workmanship, for wise specifications, and for knowledge 
of markets and labor, and for planning to meet a given budget and 
to eliminate waste space. An honest and capable architect can always 
save more than the amount of his fees. School architecture is unlike 
any other line of building, and demands special preparation and a 
true conception of the purpose of education. 

SIZE OF CLASSROOMS. 

The classrooms in many of the older buildings of Elyria are un- 
necessarily large. The policy seems to be to set the number of pupils 
for classes in the elementary school at about 40. Naturally, high- 
school classes will vary with the subjects taught and with the ad- 
vancement of the classes. A classroom 31 feet long, 23 feet wide, and 
12f feet high is large enough for a class of 40 elementary pupils; to 
make it larger than this not only increases the initial cost, but adds 
to the expense for upkeep, heating, and cleaning. A room of this 
size is easily lighted from one side, brings the teachers and pupils 
sufficiently near together for easy instruction and good control, and 
tends to prevent the mistake sometimes made of burdening the 
teacher with too large a class. 

Classrooms in high-school buildings should be of varying sizes, for 
it is poor economy to teach a small class in advanced Latin, for 
example, in a large room. On the other hand, classes in first -year 
English, mathematics, and history require a room large enough for 
from 20 to 30 students, which should be the maximum size of a class. 
High-school children usually pass from room to room for their recita- 
tions, and programs can be made so that the smaller rooms can be 
used for the smaller classes and the large rooms for the larger classes. 



64 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

It is a mistake to make classrooms higher than 12^ feet from finished 
floor to finished ceiling. With rooms of the size indicated good light 
and ventilation can be obtained with a ceiling of that height, money 
can be saved in construction, and the fewer steps in the stairways 
would lessen the danger in case of fire and relieve adolescent girls in 
a measure from what might be a severe strain. The newer buildings 
are approximately correct in this particular, and no further em- 
phasis need be placed on this point. 

CLOAKROOMS. 

The various methods employed in providing cloakrooms are in 
general satisfactory and no suggestion or criticism seems necessary. ■ 
Usually it is better to open cloakrooms for the elementary classes 
into the classroom only. Where fans are used, an exhaust duct 
should be set well above the clothing, so that these rooms may be 
ventilated directly outward and not into the classrooms. The plan 
of opening cloakrooms into classrooms makes it possible for teachers 
to prevent many mistakes in clothing, umbrellas, lunch boxes, etc. 
It must be remembered that moral standards of children are in the 
making, and unnecessary temptation, to say the least, is a useless risk. 

COLOR OF WALLS. 

Walls or wainscoting below the level of the children's eyes when 
scaled should be of some nonreflecting color, as a neutral brown. 
This harmonizes well with any other coloring and is unoffensive and 
not easily marred. The walls above the level of the eyes of children, 
save, of course, the blackboard spaces, should be a light shade of 
gray or slightly buff gray. The color of the ceiling should be some- 
what lighter, but so applied as to eliminate blotches of high light 
that might cause trouble. Hallways should always be of a lighter 
color, in order to prevent the absorption of light. A good plan is 
to use white-enameled brick for a rather high wainscoting and white 
plaster for the walls and ceilings above. The halls of the McKinley 
School are too dark. The wainscoting is made of glazed brownish 
brick and the ceiling and walls of other shades of brown or green. 
The small rooms back of the landings of the stairways shut out 
much of the light. The condition would bo improved at little ex- 
pense by painting the walls and ceilings a clear white. If that is 
not sufficient, more windows should be placed in the wall between 
the landings and the small rooms back of them. It is not advisable 
to use wall paper, especially dark paper, in classrooms. Such rooms 
are more wholesome with the proper plastering, refinished when 
necessary with a good quality of kalsomine. Most wall paper ab- 
sorbs too much light, is easily defaced or soiled, and in a short time 
will present an unkempt appearance. 



SCHOOL BUILDINGS. 65 



In the main, the buildings of Elyria, especially the newer ones, 
have good maple floors, and with proper care they should prove 
entirely satisfactory for an indefinite period. Such floors ought to 
be scrubbed rarely, and then with as little water as possible. If these 
floors are frequently scrubbed, as now seems to be the practice, the 
alternate shrinkings and swellings will cause cracks to open and 
fill with dirt, the boards to cup and to loosen from the joists below. 
The pores of the wood should be closed with some unobjectionable 
filler and the floor should be surfaced with floor wax to prevent 
undue wear and tear. It appears that the Ohio law does not pro- 
hibit the use of hot linseed oil in such quantity as the floors will 
fully and readily absorb. After this is dry the floor should be 
waxed and polished and daily swept with some acceptable sweeping 
compound or with a combination of clean, fresh sawdust properly 
dampened with water and wax or a light nonodorous oil. To this 
mixture may be added also a portion of salt or clean, white sand. 
Good brushes should be supplied to all janitors with which to do 
the sweeping. They are now complaining of lack of these. Sticky 
oil as a floor dressing is objectionable in many ways and it is not to 
be recommended. The wood floors in general, under the present 
method of treatment, are rapidly deteriorating and will soon be 
unsightly and more and more difficult to keep sanitary. It is always 
poor economy to neglect the floors of school buildings, for they at 
best receive hard usage and are a vital element in the health of 
children as well as in the general appearance of the building. 

The method of treatment which has been suggested will not only 
preserve the floors but will prevent much of the fine dust from lift- 
ing into the air and falling again on desks, books, and all the fur- 
nishings of a schoolroom. While it is impossible to keep down all 
dust, it is very important to reduce this menace to health to the lowest 
possible point. Dusting should be done with so-called dustless mops 
and brushes, rather than with rags or any sort of a feather duster; 
for these latter only scatter the dust, again to cause trouble. 

Much wear and tear on floors can be prevented by well-cared-for 
playgrounds, especially if cement walks are constructed all about 
school buildings. The children would gather less mud on their shoes 
and carry in less sand and fine gravel to cut and grind out the 
floors. Plenty of scrapers should be furnished, and the children 
should be trained to clean their shoes carefully. This habit will 
be useful through life. Without some device to hold and balance 
themselves, children can not clean their shoes well. Stakes or rods 
or a pipe railing properly placed for the children to hold would be 
very useful. 

61564°— 18 5 



66 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

LIGHTING OF SCHOOL BUILDINGS. 

The best natural illumination for classrooms is obtained through 
windows opening toward the east or west. Offices, libraries, labora- 
tories, manual training rooms, domestic science rooms, and other 
rooms for similar purposes may have south light, while drawing- 
rooms and art rooms in general are well situated when receiving 
north side light or north skylight. 

There are several reasons for preferring east or west light for class- 
rooms, and two of the most important of these may be stated as fol- 
lows: 

East exposure on clear days affords opportunity for the warming 
and purifying influences of sunshine in the rooms before school time, 
and also allows shades to be completely rolled up as soon as the sun 
is high enough for the direct rays of the sun to leave the desks near- 
est the windows. 

A west exposure receives the direct rays in the afternoons for only 
a short time before school closes and on sunny days shades will have 
to be used at most about an hour and a half. Immediately after 
school adjourns for the day these shades should be rolled up and left 
so until the direct rays of sunlight come the next day. Such manage- 
ment of shades will greatly aid in keeping classrooms wholesome. 

In this" discussion it has been assumed that classrooms are pro- 
vided with unilateral lighting ; that sufficient glass area is provided ; 
that the windows are set in the correct place, and that the class- 
room is of the proper size and proportion. Most of the old buildings 
were constructed with windows on two sides of classrooms, and this 
was done more for the sake of outward appearance than for the 
comfort and health of pupils and teachers. Architects have been 
compelled to set themselves to the task of planning, first for useful- 
ness and for the best outside appearance afterwards. A good illus- 
tration of unilateral lighting is the Gates School. Unfortunately, 
the windows in this building while properly grouped are set so low 
that in most of the classes the children's eyes are in a strain because 
the reflected light from without shines directly into their eyes. The 
lower part of the sash of all classroom windows should be above the 
level of the eyes of the children when they are seated at their desks. 
The windows in the rooms for the first grades should never be set 
lower than 3^ feet above the floor, and those for all the higher classes 
should be set at least 4 feet above the floor. 

The windows of most of the buildings are long enough to reach 
near the ceilings, and this plan should be consistently followed. In 
unilateral lighting the ratio of. glass to floor surface is usually 
stated as one to four, one to five, or one to six. The variation is de- 
pendent on latitude, local environment, and general weather condi- 



SCHOOL BUILDINGS. 67 

tions. In Elyria where there is apparently not enough smoke to be 
troublesome and no hills to raise the horizon line, properly set 
glazing in the ratio of one to five ought to be sufficient. We sug- 
gest that a room 31 by 23 by 12^ feet, which is large enough for 40 
elementary school pupils, would be well lighted by five windows 8 
feet long and 3^ feet wide, set 4 feet above the floor. 



Bilateral lighting of classrooms makes the problem of seating 
much more difficult than with unilateral lighting. The law of Ohio 
specifies the width of the aisles, both next the window side and be- 
tween desks. Possibly this is in general a wise precaution, and yet 
the specification for the aisles next the window seems to be unneces- 
sarily large. When buildings are properly constructed and windows 
set as they should be, an aisle 18 inches wide next the windows, free 
from all obstructions, is sufficient. Of course if buildings are poorly 
constructed and the windows are badly fitted, so that much cold air 
blows through, it is better for the children to be at a greater distance 
from the windows. It is better to arrange the desks in rows parallel 
to the longer axis of the room, provided, of course, this does not com- 
pel the children to face the windows. The reason for this demand is 
to prevent the children furthest from the windows from having to 
work in poor illumination. The main light should come from the 
left of the children when seated at their desks, so that they will not 
be troubled with the shadows of their own bodies or hands on their 
books or paper. If children were generally left-handed, it would be 
proper for the light to come from the right side. In a corner room 
with windows on both outer walls, it is extremely difficult either for 
the teacher or the pupils to be placed so that one or the other will not 
be forced to face glaring windows, for usually in such rooms the 
windows on one side are insufficient for light when the others are 
closed. Moreover, cross shadows are produced, and these are un- 
necessary distractions. Generally speaking, no seat' should be further 
from the main source of illumination than a distance equal to twice 
the height of the top of the window above the floor. For example, 
if windows 12 feet high are placed in one side only and with the 
longer axis of the room, then the room may be 24 feet wide. It is 
better, however, to group the desks as close to the window side of the 
classroom as possible, taking into account all conditions. Where 40 
children are to be accommodated in one classroom, usually the best 
arrangement is five rows of desks with eight in each row. This will 
give sufficient space near the blackboard for workers and will also 
bring the children into the best light available. 

In some of the primary classrooms where the desks are small 
they are grouped far to the rear of the classroom, with a very large 



68 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

space in front for the teacher's desk. There are some advantages 
in this plan, but there are also some serious disadvantages. One of 
these is that it removes the children so far from the teacher's black- 
board that it may be very difficult for some of them to see and under- 
stand the work she places there. A more serious difficulty is that 
when the children are so far in the rear, even with unilateral light- 
ing, too much light shines into their faces. It is sometimes difficult, 
too, for the children to understand what the teacher says and for 
the teacher to understand the children. Of course, there is some 
advantage to the teacher to be able to bring the children before her 
in groups for certain exercises or recitations. This, however, does 
not fully offset the difficulties enumerated. 

Those who set the desks should be directed to put them at a minus 
distance apart; that is, if a vertical line is dropped from the edge 
of the desk toward the floor it should cut the seat about 2 inches 
from its. front edge. This, of course, should vary somewhat with 
the style of desks used. The purpose of this is to give the children 
the use of the back rest while they are busy at their work. 

In the study room of the Lincoln School the desks should be turned 
toward the north end of the building with the left side to the west. 
This would necessitate closing the windows on the north side by 
opaque curtains and keeping them closed; but this arrangement 
would certainly bring great relief to the students, especially to those 
students who are farthest from the light and have to work in their 
own shadows. The desks are now placed so that the backs of the 
pupils are to the west, which is the main source of light. 

BLACKBOARDS. 

There is comparatively little to be said regarding blackboards 
except to commend the wisdom of the board in installing a good 
quality of slate. In certain buildings, however, the blackboards are 
not set at the proper distance above the floor. Generally speaking, 
olackboards for the first and second grades should be not lower 
than 26 inches from the floor; for the third and fourth, 28 inches; 
for the fifth and sixth, approximately 30 inches; and for all other 
grades 3 feet. If blackboards are set too low the children must 
kneel on the floor or else their writing is done under great difficulty. 

Some. of the slate panels were badly set and have loosened from 
their backing, thereby making uneven joints. Such a condition is 
troublesome, because in the hands of children erasers are likely to 
strike the uneven joint, fall to the floor, and scatter dust in the 
room. Very careful supervision should be given to workmen who 
are engaged in installing, blackboards to see that the panels are all 
fastened securely to the backing and that the joists are true and 
smooth. 



SCHOOL BUILDINGS. 69 

Some of the buildings are still using composition boards, and 
these seem to be in a fair condition, but in the long run such boards 
are more expensive than good slate, for they will constantly need 
repairs. Besides, composition boards after use for a time wear 
sleek, and are liable to reflect light in such a way as to make the 
work on the board illegible from some parts of the room. Good 
slate is free from this defect, and if properly cared for will last 
indefinitely. It is good economy to use the quality of slate that is 
installed in most of the new buildings. 



By reason of the fact that the buildings were examined when no 
heat was needed the only information we are able to get concerning 
the effectiveness of the heating systems was derived from janitors 
and teachers and from a general examination of the apparatus. All 
the newer buildings are supplied with steam-heating systems, while 
some of the older buildings use hot-air systems. This was to be 
expected, for much progress has been made since the old high school 
or the Ridge Street building was constructed. Certainly the low- 
pressure steam heating is best for winters as cold as those at Elyria. 
With good boilers well set, sufficient radiators properly placed and 
equably balanced, and with a satisfactory system of thermostats 
kept in good repair, there should be little trouble in getting suffi- 
cient heat. 

It may be of some use to suggest that since the water pressure in 
the city is not very high at times the air pumps supplying the pres- 
sure tanks for the thermostats may not give the pressure needed to 
handle the dampers effectively. It is easy to learn if this is true. 

Complaint was made by the janitors at several buildings that some 
rooms were insufficiently supplied with radiators. This was true 
especially for the Technical High School, the Gates School, and one 
or two others. Sometimes ineffective heating is due to insufficient 
discharge of condensations rather than to a lack of radiating sur- 
face. At the Gates building are some very long wall-type radiators, 
which at best are not very effective. They are so set as. to suggest 
slow drainage, and that would, of course, result in smaller steam 
capacity. If this be the source of the trouble there, it can be easily 
remedied. The deficiency at the high school seems to be lack of 
sufficient radiating surface, especially in the halls and assembly 
room, because the heat from the tempering coils in the basement 
is largely absorbed in the cavernous plenum chamber below. It 
would be possible to meet the deficiency by adding to the indirect 
radiation by multiplying the tempering coils, but this would be 
losing much of the heat under the floors without effect in the rooms, 
and also of increasing the load of the fan through added friction. 



70 EDUCATIONAL SUEVEY OF ELYE1A, OHIO. 

If the heating problem is serious, the best thing to do is to employ 
a competent engineer and let him make a thorough examination 
during very cold weather and report the best means of correction. 

None of the buildings is supplied with humidifying devices. A 
higher temperature, therefore, is required in the classrooms than 
would be required if the percentage of saturation were raised by 
introducing moisture. For example, in zero weather, when air out- 
side has a high degree of saturation, if it is heated to 68 or 70° F., 
it expands to such an extent as to reduce the saturation to a very 
low degree. The air is dry and harsh and will quickly absorb moist- 
ure from the skin and respiratory tracts. As evaporation is always a 
cooling process, children and teachers are chilly in a room supplied 
with such air, when with more moisture they would be comfortable 
at the same temperature. In all future buildings some inexpensive 
and yet effective humidifying device should be installed; it would 
not only save expense, but it would add to the health and comfort 
of all concerned. A temperature of 66° when the saturation is as 
high as 51 per cent is more comfortable than 70° when the per- 
centage of saturation is as low as 25, which is not at all infrequent 
in classrooms in cold weather. 

VENTILATION. 

Under the topic " workmanship," attention was called to the defects 
in the plenum-fan system of the main part of the Technical High 
School building, and no further discussion of the ventilation of that 
building is necessary here. Attention should be called, however, to 
the general need of more careful ventilation in the other buildings, 
especially when the fans are not running. At the time of the exam- 
ination the weather was mild, and since little or no heat was needed 
the fans were not running. The ventilation of the classroom de- 
pended on the thoughtfulness of the teacher, and her knowledge of 
handling the windows. Most of the classrooms visited were badly 
ventilated, and the air was foul and unfit to breathe. Both teachers 
and janitors should be carefully instructed on the best methods of 
managing windows for ventilation. One of the difficulties incident 
to the use of windows for supplying the classrooms with fresh air is 
in the kind of shades used. Those teachers who have classrooms 
with a southern exposure are compelled to draw down the shades 
during all sunny days to protect the children from the glare of direct 
sunshine on their desks ; hence they must open the lower half of the 
windows for ventilation, and the pupils are subjected to drafts. 
Those rooms with windows on the north have no need for shades, and 
those supplied ought to be removed, unless the teacher is compelled to 
face the windows. Rooms depending wholly upon east windows 
have need for shades in the early part of the day only, and after the 



SCHOOL BUILDINGS. 71 

direct sunlight passes, the teachers should be instructed to roll up the 
shades, both for the sake of light and in order that the sash may be 
drawn down from the top for ventilation. Classrooms with west 
windows only should have the shades rolled up until the sunshine 
begins to be troublesome, and as soon as school closes they should be 
again rolled up until the next afternoon. This will not only insure 
better light during school hours, but will also afford an opportunity 
for the sunshine to sweep the room and purify it after school has 
closed for the day. 

Many of the top sashes have no catches into which window sticks 
may be inserted to raise or lower the sash. This defect should be 
remedied at. once and all the windows made easily manageable. 
Teachers are very busy people, and women are not able to handle 
windows as easily as men can. Either a type of shade should be used 
which permits easy adjustment to all parts of the window openings, 
or else those now in use should be fastened to the bottom of the 
casings so that they may be pulled up from the bottom rather than 
down from the top. At any rate it is essential to the health of 
teachers and pupils that the ventilation should be better than it was 
when the buildings were examined. 

Much has been said recently regarding the value of fans for driving 
fresh air into classrooms. The State code specifies or permits the 
use of fans and presumably assumes that sufficient fan power will 
be supplied. 

Unfortunately, many school boards throughout the country have 
failed to supply sufficient fan power to meet the theoretical require- 
ment, not to mention practical demands. In the main, and especially 
in the larger buildings of Elyria, the fans are too small to drive in 
sufficient fresh air and keep it in motion in the classrooms. Under 
these conditions teachers must either keep the children in impure 
and often superheated air, or else resort to open windows for help. 
If some teachers do this and others do not, then the balance in 
pressure is destroyed, and some rooms are profiting at the expense of 
others. If fans are to be used, by all means put in fans too large 
rather than too small, for the latter endanger the health and comfort 
of the children. The most expensive thing in school work is bad air. 

DRINKING WATER. 

The board of education is to be commended in supplying sanitary 
drinking fountains easily accessible to the children, where they may 
have good water without danger of contamination. The only sug- 
gestion to be made with regard to this service is that fountains for 
the smaller children be set at the proper height, so that they may 
drink without climbing on boxes or stools and without having to 
stand too erect. Thoughtful care of the little folks demands adapta- 



72 EDUCATIONAL SUEVEY OP ELYKIA, OHIO. 

tions to suit their needs. Appliances are frequently purchased with- 
out this care. 

TOILETS. 

The boys' toilet in the Lincoln School is in a very bad condition and 
should be remedied at once. One plan would be (1) to move the 
partition between the girls' and boys' rooms farther south, so as to 
add another window to the boys' room, and (2) to set the seats so as 
to face the windows and place the urinals under the windows, so that 
both the seat stalls and the urinals may have light and sunshine. 
The best of fixtures should be installed in both rooms, and the floor 
should be set with white tile or made of terrazo. Back of the stalls 
in the boys' room, if they are set as recommended, a small storeroom 
can be made, and a door into the boys' toilet should be opened from 
the passageway leading to the space where bicycles are now kept. 
All the walls should be thoroughly cleaned and either painted with 
white water-proof paint or set with white tiles. If another and 
larger room can be found in a- convenient and private place in the 
building and supplied with sunshine, it would be far better to install 
new fixtures for the boys' toilet there, for with the best adjustment 
possible in the room now occupied, and even with the enlargement 
suggested, it may be too short for a sufficient number of seats and 
urinals. 

The partitions between the stalls are, in both the boys' and girls' 
rooms, unnecessarily high; they impede ventilation and make the 
rooms dark. Five feet is high enough for the partition in the girls' 
toilets and 5| feet is high enough for those in the boys' room. They 
can be braced by teeing together rods from the front corner post to 
a rod or pipe running across the front, sufficiently high to give head 
room for the tallest students. This method is now in use in some of 
the buildings. 

These rooms should be put in better condition, for they now invite 
defilement and careless usage. The toilet rooms in the Ridge School 
building and in the Jefferson building are also in bad condition and 
need remodeling and refitting. The rooms at the Franklin School, 
while not in such bad condition as those in the other buildings men- 
tioned, are supplied with old-style furniture, set back to back, and 
the light and ventilation are insufficient. All these rooms should be 
renovated at the earliest possible date, and modern fixtures should 
be installed. 

At this point it may be well to make some suggestions touching 
the proper location of toilet rooms and the best method of equipping 
them. First, the toilet rooms should have direct sunshine, and plenty 
of it, to keep them sanitary and light. Second, the stalls should face 
the light and never be set back to back ; all parts of the room should 



SCHOOL BUILDINGS. 73 

be open for quick inspection. Third, the best sanitary fixtures should 
be installed under guarant}^ preferably direct individual washouts 
for the seats, and white porcelain urinals. Fourth, the rooms should 
be set in tile or terrazo and should drain to an outlet, so that the 
floors may be washed out every day after the close of school. Fifth, 
either an exhaust fan should be installed to discharge the air from the 
seat and the rooms as a whole into an independent duct leading to 
the outside through the roof, or else ample window ventilation should 
be afforded. Sixth, the sides of the stalls should be as low as privacy 
will permit and braced as indicated before. Seventh, the fixtures for 
the little folks should be of juvenile size and so placed that auto- 
matic segregation of the younger pupils from the older would take 
place. Eighth, a mechanic should be charged with the duty of keep- 
ing the closets in repair, and the janitor should be required to keep 
them in good sanitary condition at all times. Ninth, a private room 
should be supplied for the older girls, and in this a self-closing sani- 
tary receptacle should be placed. For high schools, a nickel-in- the - 
slot machine from which sanitary napkins can be had has proved 
very acceptacle. Tenth, toilet rooms need not be over 12 feet wide, 
for large rooms invite congregation, tend to prevent the sunshine 
from reaching all parts, make unnecessary labor in keeping them 
clean, and increase the initial cost. Eleventh, if proper privacy can 
be had, toilets should be installed on all the floors and not in the 
basements only. Twelfth, long narrow rooms with windows at one 
end, such as those in the Technical High School building, are not 
satisfactory. Finally, in order to set high standards of decency and 
decorum, especially amongst the boys, turn in the light and keep 
these rooms above reproach. 

VACUUM CLEANING. 

Vacuum cleaning devices for school buildings, properly installed 
and regularly used, are of great service in keeping floors clean, pre- 
serving them from the wear of sand and grit that are difficult to 
sweep up, and preventing the rise of dust in the air to settle again on 
desks and other school furniture. If, however, the attempt is made, 
as it has been in many places, to install a vacuum engine in the base- 
ment with ducts leading to hallways only, and depending on long- 
hose connected with these to clean the classrooms, they prove unsatis- 
factory for the simple reason that the hose is so long and heavy that 
janitors can not or will not handle it. Besides, a long hose offers so 
much friction to the passage of the air that its suction power is 
greatly reduced and it is much less effective. The only proper way to 
install a vacuum clearing device of this type is to put an opening in 
front of each room, so that a short hose will be sufficient. Under 
this condition the floors can be kept in almost perfect sanitary condi- 



74 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

tion. When such a system is used regularly, school children suffer 
less from colds and are less liable to other forms of contagious 
(roubles. Unless vacuum systems are correctly installed, strong 
enough to give vigorous suction, and used consistently, it is scarcely 
worth while to go to the expense of installing them. When they 
have failed to meet expectations, the failure has been generally due 
to false economy in installing apparatus too small and with ineffi- 
cient piping. 

JANITOR SERVICE. 

The janitor service of the Elyria school department is properly on 
a civil-service basis. This means security of position so long as the 
service is of standard quality, and advance in wages when the work 
done either in quality or quantity increases. One of the most impor- 
tant officers connected with a school, especially an elementary school, 
is an intelligent, careful, and painstaking janitor. His work is not 
confined to sweeping, dusting, and providing heat and ventilation, 
but there are literally scores of duties for him to perform which are 
not usually considered by those who employ him. Moreover, the 
machinery in a modern school building demands intelligence and in- 
itiative of a high degree. A janitor who is skillful with tools and has 
ability to construct needed devices, to repair minor defects in equip- 
ment, and meet all sorts of emergencies is a public servant who 
deserves appreciation and commendation. There are daily oppor- 
tunities also for moral service which must be tactfully and wisely 
performed. No teacher in a school comes into more vital moral con- 
tact with the boys than the janitor. The janitor has a profession 
which should offer incentive for promotion and progress. It would 
be well to have regular meetings of janitors, for which specified pro- 
fessional programs should be arranged and better ways of doing 
their work discussed. Such a series of meetings might be organized 
into a sort of janitor school, to improve those who are in service, and 
to prepare candidates to enter the service. There are always better 
ways of doing things, and as new conditions arise new adjustments 
must be made. The programs should include lectures from the 
school superintendent, the inspector of buildings, health officers, 
plumbers, engineers, and also opportunities for the janitors them- 
selves to set forth the special devices or methods which they find use- 
ful. They should have books and magazines relating to their duties, 
and a consistent effort should be made to develop a real professional 
spirit. Some janitors use more coal than necessary, through lack of 
understanding of combustion and stoking; others waste water, gas, 
and electricity; some are skillful in saving, and in making the most 
of conditions. If all such experiences were brought to light and ex- 
amined intelligently and sympathetically, saving and better service 



SCHOOL BUILDINGS. 75 ' 

would result. Besides, a trade or profession which does not command 
intelligent interest will degenerate into a mere task, more or less 
loathsome. 

During the time the buildings were inspected the janitors were 
uneasy and many of them were complaining of this or that. It is im- 
possible to say whether these complaints were well founded or not. 
The janitors repeatedly volunteered the statement that it was very 
difficult to get the supplies they needed, or in case repairs were im- 
peratively needed that relief came very slowly. There were no out- 
ward signs of disloyalty, but there can be no doubt of the uneasiness. 
Whether as a result of this general state of mind or other conditions 
we found the janitor service in some instances not of the hightest 
standards. In a number of buildings, for instance, we found the 
fresh-air intake dirty and used as a storage place for oil cans, brooms, 
mops, and the like. It should be clear even to the most thoughtless 
that this space should be kept scrupulously clean, for through it the 
fan is drawing the air for the classrooms. Any dust or odor allowed 
to gather there will be driven into the classrooms to the detriment 
and discomfort of the teachers and children. Besides, any mate- 
rial stored in these intakes will be an obstruction to the passage of the 
air and hence lessen the effectiveness of the fans. Lack of storage 
room was frequently given as the reason for thus using this space, 
and there seemed to be in some buildings a real lack of storage space 
for necessary supplies. 

It would be well to -provide some central storage place where all 
unused or broken furniture supplies in use might be stored until 
needed. Furthermore, a good deal of combustible material would 
thus be removed from basements and fire hazards would be reduced. 
In every new building a fireproof closet should be provided in the 
basement for the storage of paints, oils, and mops which are more 
or less saturated with oil or wax. It was observed that a fire had 
started from such materials in one of the closets in the Technical 
High School. Caution in all things of this sort is of more value than 
fire escapes. 

The grounds about the school buildings were not in good condi- 
tion. It is hard to understand why ash piles should be banked up 
against the west side of the old high-school building or in the court 
of the new Technical High School building. These piles keep the 
ground and walls damp and are not in keeping with the neatness 
for which the schools strive. Some of the playgrounds look ragged 
and unkempt. A systematic attempt ought to be made to put them 
in order immediately. A number of the buildings leak and need re- 
pairing. A janitor can not keep a neat building when leaks mar 
walls, ceilings, and floors. The roof on the Jefferson building is in 
poor condition. It not only leaks, but seems rather weak and un- 
steady. It should be examined for the sake of safety. 



Chapter V. 

HIGH SCHOOL. 



I. PROGRAM OF STUDIES. 

The program of the studies of the high school at Elyria, Ohio, is 
divided into three curricula — the classical, commercial, and industrial. 
The classical curriculum is described as " a straight road to the col- 
lege of arts. Colleges generally require, four to six credits of foreign 
languages, Latin or German, or both, one or two of history, two of 
science, two or three of mathematics and three of English; the re- 
maining units may be elected, as shown below, making a total of 15." 
The commercial curriculum aims " to give a practical business course 
and to broaden the mental horizon by valuable supplementary aca- 
demic studies." The industrial curriculum, according to the printed 
course of study, leads " directly to such technical schools as Case, 
Ohio State, or Boston, which will accept four credits in manual train- 
ing. Without looking forward to the university, it fits the student 
for more effective work in various industrial lines." The three cur- 
ricula follow: 



CLASSICAL. 


COMMERCIAL. 


INDUSTRIAL. 


English, general history. 
Latin. 

Elect one: General science, 
manual training, or arts and 

crafts. 


English, general history, general 
science, and manual' training, 
or arts and crafts. 


English, general history, genera! 

science. 
Boys: Mechanical drawing (i), 

pattern making, and molding 

Girls: Arts and crafts (J), draw- 
ing, pottery, modeling, bas- 
ketry, and cooking (f). 


English. 

Algebra. 

Latin. 

English history. 


English. 

Business forms (|). 
Bookkeeping (4). 
Typewriting. 
Business aritlimetic. 
Industrial history. 


English, algebra, horticulture. 
Boys: Architectural drawing (£); 

forging, pattern, and founding: 

elect as an extra (£); electricity 

or pipe fitting. 
Girls: Cooking (J), drawing (f), 

sewing (1). 


Plane geometry. 

Latin or German or both. 

Elect: Physics or horticulture. 


Stenography. 
Bookkeeping. 
Commercial geography. 
English (commercial). 


Plane geometry, physics. 

German. 

Boys: Machine design, pattern 

and founding. 
Girls: Metal work, jewelry, house 

designing, interior decorating, 

bookkeeping, or printing, or 

horticulture. 


English. 

Latin or German or both. 

Solid geometry and algebra, if 
preparing for college. 

Elect: American history or civ- 
ics or chemistry or physics. 


English. 
Stenography. 
Commercial law (i). 
Bookkeeping (|). 
Elect: German or civics or 
physics. 


English, German, solid geometry, 
and algebra (for college) or 
chemistry. 

Boys: Drafting, machine shop, 
patten: , and founding, cabinet 
or agriculture. 

Girls: Household economy, metal 
work, jewelry, posters, nurs- 
ing, care of children, making of 
children's clothing, or agri- 
culture. 



76 



HIGH SCHOOL. 



77 



The distribution of the pupils among the several curricula is as 

follows: 

Percentage of pupils enrolled m various curricula. 



Curricula. 


Total. 


Boys. 


Girls. 




Per cent. 
43 

18 
3S 

1 


Per cent. 
34 
11 

54 

1 


Per cent. 
51 
23 
23 
1 






Mixed 





The principle upon which these curricula were formed is obvi- 
ously a good one. There is not a wide elective system, trusting the 
work of the pupil to the varied whims and unfounded choices of the 
pupils. An effort has been made to group the courses of study in ah 
organized series leading to certain specific types of work to be fol- 
lowed after leaving school. 

To test the efficiency of this distribution certain questions must be 
answered: (1) Are too many curricula offered, dissipating the en- 
ergies of the school? (2) Are too few curricula offered, sacrificing 
the interests of any considerable numbers of pupils? (3) Are the 
curricula as they are arranged at present composed of the wisest 
selection of courses possible under present conditions? (4) Are the 
pupils receiving adequate guidance in their selection of the partic- 
ular curriculum which they wish to pursue? 

1. Are too many curricula offered? 

There are two valid reasons why, under certain circumstances, a 
very few curricula should be offered. In a small school where there 
are very few teachers the multiplication of sections dissipates the 
energies of the school. In a school where all the children come from 
families of the same class and are bound for similar occupations, 
multiplication of sections and curricula is unnecessary. Elyria High 
School fulfills neither of these conditions. 

(a) The school is large enough to give many more curricula with- 
out dissipating its energies. In the fall semester, 1916, 129 sections 
were offered, with the following distribution: 

Number of sections offered in the several courses of study. 





Sections. 




Sections. 




3 

2 
3 
9 
6 

5 
9 
3 
2 
1 
4 
8 
4 
3 
5 
3 
2 
1 




7 


g - IV 


n... 


7 




m 


- 




rv 




g h ; 






IV 








rv 




y in:::::::::::::: 






rv 


n 






ni 






rv 




ii 




3 


TTT . 


m 




IV 


rv 




Latin I 


Industrial arts I 

II 




II 




ni . 


n and III . . . 




IV 


Ill 


2 




IV 











78 



EDUCATIONAL SURVEY OF ELYRIA. OHIO. 



(b) The school draws its pupils from such a variety of homes that 
wide variation in its program of studies is highly desirable. A ques- 
tionnaire was addressed to the pupils of the high school, asking each 
tor the occupation of his father. Replies were received from 590 
pupils, with the following results: 

Occupation of parents of children in the Elyria High School. 
Professional 52 



Civil engineer 14 

Lawyer 8 

Minister 7 

Teacher 6 

Dentist 6 

School administrator 2 

Electrical engineer 2 

Mechanical engineer 2 

Chemical engineer 1 

Experimental engineer 1 

Vocational engineer 1 

Probate judge. 1 

Doctor 1 



Trade. 



luu 



Merchant 15 

Traveling salesman 14 

Manager 10 

Real estate agent 7 

Contractor 5 

Tailor 5 

Bookkeeper 5 

Superintendent 5 

Live stock broker 4 

Grocer 

Junk dealer 

Jeweler 

Miller 

Florist 

Purchasing agent 

Lumber yard man 

Shoeman 

Monument dealer 

Road builder 

Meat cutter 

Shipper 

Tie dealer 

Stock and bond dealer 

Hide dealer 

Wholesale confectioner 

Branch manager 

Infirmary superintendent. . . 

Leather inspector 

Automobile agent 

Gas and electric company 



Trade — Continued. 
Insurance agent. 
Paymaster 



Manufacturing and met 
tries 



ian tea i ■ 



185 



Machinist 36 

Carpenter 23 

Foreman 20 

Mechanic 9 

Toolmaker 8 

Electrician 8 

Factory worker 7 

Millwright 6 

Molder 6 

Blacksmith 6 

Plumber 5 

Painter 5 

Steam engineer 4 

Pipe cutter 4 

Laborer 4 

Stonecutter 3 

Baker 2 

Automobile tire mender 2 

Garage man 2 

Lacemaker 2 

Patternmaker 2 

Roll grinder 2 

Inspector 2 

Superintendent machine com- 
pany 

President foundry company 

Case hardener 

Steel mill foreman 

Motor assembler 

Roll turner 

Mason 

Foundry manager 

Metal mixer 

Timekeeper 

Motor tester. 

Inner tube inspector 

Polisher 

Steel range manufacturer 

Shoe repairer 



HIGH SCHOOL. 



79 



Occupation of parents of children in 
Transportation S5 

Conductor 10 

Drayman 8 

Motorman 3 

Car inspector 3 

Dispatcher 2 

Chiefclerk 2 

Agent 2 

Porter 

Brakeman 

Lineman 

Section foreman 

Freight agent 



the Elyria Sigh School — Continued. 

Public service-^- Continued. 

Deputy sheriff 

Member industrial commission 



Domestic and personal service . 
Barber 



Express, postal, telegraph, etc. 

Railway postal clerk 

Mail carrier 

Telephone operator 



Public service. 



Fireman 

County officer 

Fire warden 

Probation officer juvenile 
court 



Watchman 

Janitor 

Chef 

Owner dance hall 

Owner theater 

Owner sample room . . 
Owner lunch counter 
Owner hotel 



Clerical service . 
Clerks 



Agriculture. 



Farmers 

Gardener 

Horse trainer. 



Others. 



Dead — 
Retired. 



1 
1 
1 
1 
1 
1 

10 

10 

116 

111 
3 

2 

49 

46 
3 



Transportation.. 
Personal service . 

Express, etc 

' Clerical service . 



Per cent. 
... 6.0 
... 4.1 
... 2.2 
... 1.7 



The children in the Elyria High School come, then, from all sorts 
of homes. The types of occupations rank in the following order: 

Per cent. 

Industry 31. 2 

Agriculture 19. 8 

Trade 17.1 

Professional 8.9 

Others 8.7 Public service 1.0 

2. Are too few curricula offered, sacrificing the interests of any con- 
siderable number of pupils? 
It is of course out of the question to provide under a system of 
group instruction the very best possible curriculum for every 
student. The question is whether or not the classical, commercial, 
and industrial curricula as they now stand are taking care in the 
most efficient way of all the large groups of pupils who are likely 
to engage in similar work after leaving school. The ideal way to 
test this would be to procure the history of all the children who had 
entered the high school during the past 10 years, trace their ex- 
periences after leaving school, and upon that as a basis obtain an 
idea of the experiences which it is probable the pupils now in school 
will have after they leave. So far as the investigator was able to 



80 



EDUCATIONAL SURVEY OP ELYRIA, OHIO. 



determine, no such information is available. The following data 
were procured, however, which will serve almost as well : 

Occupations which the boys of Elyria High School plan to follow. 



Professional 86 

Electrical engineer 13 

Doctor 13 

Lawyer 13 

Mechanical engineer 9 

Civil engineer 6 

Engineering 5 

Architect 4 

Chemist 4 

Musician 3 

Journalist 2 

Y. M. C. A. worker 2 

Actor 1 

Radio engineer 1 

Mining engineer 1 

Music teacher 1 

Violin teacher 1 

Financier 1 

Vocational engineer 1 

Minister 1 

Forester 1 

Army officer 1 

Dentist 1 

Cartoonist 1 

Trade 23 



Pharmacist 

Contractor 

Merchant 

Advertiser 

Clothing business- 
Banker 

Lumberman 

Business 

Oil man • 

Salesman 



Manufacturing and mechanical in- 
dustries 33 

Draftsman 12 

Master mechanic 5 

Electrician 3 

Machinist 2 

Engineer 1 



Wireless operator. 

Inspector 

Printer 

Pattern maker 

Tool maker 



Transportation 



Railroad man 1 

Railroad engineer 1 



Clerical occupations. 



Bookkeeper __ 

Office boy 

Stenographer 



Agriculture 



Farmer 21 

Market gardener 1 



Undecided 



Seniors 

Juniors 

Sophmores 
Freshman . 



Summary of preceding table. 
Boys planning to — 

Enter professional life 

Enter trade 

Enter industry 

Enter transportation 

Engage in clerical work 

Farm 



100 

10 
18 
29 
37. 



Per cenr. 
._ 31. 1 
._ 8.4 
_ 12.0 
.7 
„ 3.3 
.- S.O 



Undecided 

16 out of 34 seniors, or 47 per cent are undecided. 
18 out of 54 juniors, or 33 per cent are undecided. 
29 out of 82 sophomores, or 35 per cent are undecided. 
37 out of 118 freshmen, or 31 per cent are undecided. 



.— 36.2 



HIGH SCHOOL. 



81 



Occupations which the girls of Elyria High School plan to follow. 
Professional 101 .Domestic and personal service—. 



Teaching 82 

Missionary 1 

Illustrator 2 

Author 1 

Lawyer ] 

Musician 14 



Trade 



Business woman 
Milliner 



Manufacturing and mechanical 
industries 1 

Garage repair work : 1 



32 



Nurse 21 

Settlement worker 6 

Home maker 3 

Social secretary ] 

Costume designer 1 



Clerical service . 



Stenographer 

Bookkeeper 

Librarian 

Reporter 



Undecided 



10", 



Seniors 19 

Juniors 19 

Sophomores 24 

Freshmen 35 

Summaries of preceding table. 
Girls planning to enter — Per cent. 

Professional life 32.-2 

Trade 2. 2 

Industry . 3 

Personal service 1. 

Clerical service 23. 9 

Undecided 30. 9 

19 out of 45 seniors, or 42.2 per cent, are undecided. 
19 out of 82 juniors, or 23.2 per cent, are undecided. 
24 out of 70 sophomores, or 34.3 per cent, are undecided. 
35 out of 117 freshmen, or 30 per cent, are undecided. 



Present occupation of the 

Professional 18 

Engaged in further study 16 

Working with a dentist 1 

Lawyer 1 

Trade 4 

Working in a bank 4 

Manufacturing and mechanical 

industries 19 



who graduated in 1915 and 1916. 

Transportation 

Express, etc 

Mail clerk 



Draftsmen, National Tool. 

Willis factory 

Standard Oil 

Steel plant 

Garford 

Rubber factory 

Working in shop 

Carpenter 



Personal service 

Clerical occupations. 

Clerks 



Miscellaneous 



At home — ill 

Dead 

Farming 

Surveyor 

Soldier and pugilist . 



61564 c 



82 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 
Summary of preceding table. 



Boys engaged in — 

Professional life or in further study 
Trade 

Industry 

Clerical occupations 



Per cent. 
.__ 34. 6 
7. 7 
.__ 36. 4 
.__ 9. G 



Other occupations 11. 9 

Present occupations of girls who graduated in 1915 and 1916. 



Engaged in further study 33 

At college 17 

Business college 9 

Teacher training course 4 

Studying music 3 

Professional 22 

Teaching 22 

Trade 2 



Milliner 



Factory worker .? 

Telephone operator / 

Domestic and personal service 13 

At home 13 

Married 5 

Clerical helpers 19 

Stenogrtiphers 17 

Office work 1 

Clerk in a store L 



Summary of preceding table. 
Girls engaged in — Per cent. 
Further study 34. 

Professional work 22. 7 

Trade 2. 

Factory work 2. 

Telephone operating 1. 

Domestic service 18. 

Clerical work 19. 5 



Present occupations of older broth< 



ho at least entered high school. 



In college 

Professional. 



Architect 

Teacher 

Artist 

Civil engineer. 

Chemist 

Minister 

Industry 



In industry 84 

Electrician 6 

Surveyor 4 

Carpenter 2 

Radio-operator 1 

Plumber 1 

Printer 1 



Trade 



20 



Business 


_ 10 


Salesman 

Banker _ _ . 


2 


Broker . 


1 


Insurance 


1 


Druggist 


1 



Transportation l, 

Public service 13 



Public service__ 
Army and Navy. 



Clerical occupations 26 

Agriculture 22 



HIGH SCHOOL. 



83 



Summary of preceding table. 



Older brothers engaged in- 
Further study 

Professional 

Trade 

Industry 

Transportation 

Public service 

Clerical work 

Farming 



cent. 
12.4 

4.9 

i). 

4 1. 1 

1.7 

r>. r 
1 ' ^ 



Present occupations of older sisters who at least entered high school. 



Further study 17 

Professional 36 

Teachers 35 

Organist 1 

Personal service 99 

Married 75 

Keeping house 21 

Nurse 3 



Clerical occupations 53 

Stenographers 52 

Librarian 1 



Telephone operators. 
Miscellaneous 



Summary of preceding table. 
Girls engaged in — Per cent. 

Further study 7. 9 

Professional work 16. 6 

Personal service (married 34.9 per cent) : 44.7 

Stenography and office work 24. 2 

The occupations of all pupils who entered with present senior class. 



Still in school. 



47 



41 



In Elyria H. S 

In business college 2 

Studying in Paris 1 

In school elsewhere 3 



Trade 



12 



Drug store 5 

Grocery 2 

Furniture dealer 1 

Bakery 1 

Bicycle shop _ 1 

Lake Terminal Co 1 

Office steel plant 1 



boys — continued. 
Industry 18 



In Willis plant- 
Carpenter 

Lace factory __. 

Steel plant 

Garford 

Goodyear 

Garage 



Transportation- 
Personal service. 

Bell boy 



Agriculture 
Unknown __ 
Loafing 



84 



EDUCATIONAL SURVEY OP ELYRIA, OHIO. 



The occupations of all pupils who entered with present senior class — Continued. 



GIBLS. 

Still in school 59 



In Elyria H. S 

Business college 

In school elsewhere. 
Graduated 



Industry 

In factory. 



girls — continued. 
Personal service 



At home 
Married- 
Nurse 



Summary of preceding table. 



Still in school. 
Trade 



Per cent 
of boys. 

.__ 50.6 

__ 12.9 



Telephone operator S 

Clerical work 9 

Unknown 1 



Per cent 
of girls. 

60.1 

3.3 

9.0 
10.1 
10.1 



Industry 19. 4 

Transportation 5. 4 

Telephone 

Personal service 1. 1 

Clerical work 

Agriculture 5. 4 

Unknown 4. 3 1.1 

Loafing 1. 1 

These five series of data afford about as good bases on which to 
predict the probable occupations of the pupils in Elyria High School 
as it is possible for us to find, for the records of the past are not 
complete. 

What the boys and girls of Elyria are likely to do. 



Types of occupation. 



Professional and college. 

Trade 

Industry 

Transportation 

Telegraph, etc 

Public service 

Personal service 

Clerical occupations 

Agriculture 



Teaching and college 

Trade 

Industry 

Telephone, etc 

Home makers, nurses, etc. 
Clerical occupations 



8.9 
17.1 
31.2 
6.0 
2.2 
1.0 
4.1 
1.7 



pupils 

say they 
will do. 



13. 1 
18.9 
1.2 



5.4 
12.8 



32.2 
2.2 
.3 



What 

the 

graduates 

of 1915 

and 1916 

are 

doing. 



34.6 
7.7 
36.4 



56.7 
2.0 
2.0 
1.0 
18.0 
19.5 



What 
those who 

left the 

1917 
class are 

doing. 



2,2 

'iu.'s 



10.0 
27.0 
30.3 
30.3 



What 

older 

brothers 

and 

sisters 
are now 

doing. 



17.3 
9.0 
44.1 



3.3 
9.0 
10.1 
10.1 



HIGH SCHOOL. 85 

On the basis of these data it is probable that most of the boys and 
girls in Elyria High School will fall into the following well-defined 
groups and that each group will have a sufficient number of mem- 
bers to warrant consideration: 

(1) Boys who will go to college — 

(a) In the classical course, as in Oberlin or Kenyon. 

(b) In the general course, as at Ohio State, Western Reserve, Ohio 

Wesleyan, etc. 

(c) In the engineering or scientific work, as at Case or Ohio State. 

(2) Girls who will engage in further study — 

(a) In the classical course, as (la). 

(6) In the general course, as (1&). 

(c) In the Ohio Normal School, at Kent. 

(<Z) In the Elyria training course. 

(e) In the Oberlin Conservatory of Music. 

(3) Boys who will engage in industry. 

(4) Boys who will engage in business, mostly clerk work. 

(5) Boys who will farm. 

(6) Girls who will teach without further preparation. 

(7) Girls who will be married or help at home. 

(8) Girls who will engage in business, mostly as clerks or stenographers. 

Having these well-defined groups in the student body, let us now 
consider the manner in which they are served in the present cur- 
riculum of the school. In investigating this question each pupil was 
asked wiry he had chosen to enter the curriculum which he was fol- 
lowing. The results are given in the following tables : 

Reasons given by boys for electing the various curricula. 
Classical 95 

Planning to go to college . 63 

" May go to college ; and if I do, I wish to prepare " 12 

Gives the best general education 12 

To be a musician 3 

To help in specific work, such as pharmacist, doctor, lawyer, writer, 

etc 11 

Vague and indefinite reasons '. 11 

Commercial 2S 

To engage in office work 21 

Vague and indefinite -. 7 

Industrial . 146 

" Fits me for the work I am planning to do " 63 

" Because I like it " 34 

To prepare for college 17 

To prepare for farming '. 14 

To gain an idea of various lines of work 10 

Vague and indefinite =. 16 



86 EDUCATIONAL SURVEY OE ELYRIA, OHIO. 

Reasons given by girls for electing the several curricula. 

Classical 156 

Planning to go to college 66 

May go to college, and would like to be prepared 33 

Prepares for teaching 22 

Prepares for the normal school 4 

Have to have four years of language for the Oberlin Conservatory of 

Music 12 

Best general training. (One girl said: "Best training for an unde- 
cided person ") 13 

Best training for a prospective nurse 6 

Vague and indefinite 18 

Commercial 76 

To prepare for stenography or bookkeeping 56 

To go to business college 3 

Vague and indefinite. ("By taking this course, I'll get it rather than 

let it get me, because I am poor in mathematics") 14 

Couldn't stay more than two years in high school 3 

Industrial 69 

"Because I like it" 27 

To be a milliner, housewife, etc 29 

Best for a nurse 3 

Best general training 3 

Vague and indefinite 7 

Under the present conditions, choices of curriculum are made for 
widely varying reasons. All who plan to go to college or normal 
school (except the engineers) select the classical course. Those who 
are undecided select the classical course. A smaller number that 
have other fairly definite ambitions, go into the other lines. There 
are more significant groups of pupils than there are curricula pro- 
vided. This brings us to our third question: 

3. Are the curricula as offered as efficient as they might be in meeting 
the future needs of the pupils therein registered? 

The classical curriculum enrolls those who are planning to go to 
college (except the engineering students) and those who think that 
there is some slight probability of their going on to further academic 
work. It enrolls boys and girls who are planning to go to the con- 
servatory of music, girls planning to teach, with or without addi- 
tional training. It also enrolls a group of doubtful students. How 
well does it meet their needs ? 



HIGH SCHOOL. 



87 



The entrance requirements of the colleges in northern Ohio most 
often attended by Elyria High School graduates are as follows : 

College entrance requirements (arts college) in northern Ohio. 



Unit* required. 


Oberlin. 


Ohio 

State. 


Ohio 
Wes- 
leyan. 


Kenyon. 


Western 


(1) 


(2) 


(3) 


Reserve. 




3 
3 

4 


3 
2 


3 


3 
3 


3 

3 


*3 
3 


3 






Foreign languages (Latin and 
Greek, 2) 










4 

1 












4 
1 

4 


4 

1 


4 
2 

2 


4 
1 
2 
2 


4 




1 
3 










4 


2 


5 







Oberlin (8 miles from Elyria) and the classical course at Kenyon 
require two years of work in either Latin or Greek. The others 
allow the candidate to present any four units of foreign-language 
work, provided, of course, tha J : it is presented in blocks of not less 
than two units. Elyria High School, through its present offering in 
the classical curriculum, is compelling every child who plans to go 
-to an arts college to offer the Oberlin program of entrance. This 
is an injustice, in our opinion, for the following reasons: (1) Three 
representative northern Ohio colleges specify only four units of lan- 
guage work without specifying ancient languages; (2) only the 
group bound for Oberlin or Kenyon are thus served; (3) those 
planning to go to the normal school are compelled to study ancient 
languages, which will be of relatively little help to a teacher. All 
that is required for entrance is graduation from a standard four- 
year high school. (4) Those planning to enter the conservatory of 
music need four units of foreign language. The requirements run as 
follows: English (3); mathematics (2); foreign languages (4); 
history and civics (1) ; science (1) ; foreign languages, science, his- 
tory, solid geometry, advanced algebra, or fourth-year English (4). 
These music students who obviously need much study of modern 
foreign languages are thus forced to study ancient languages for 
at least two years. (5) The curriculum as at present arranged is 
unjust to those who are undecided and to that great group of am- 
bitious high-school students who start a curriculum which they 
are destined never to finish. Of every 100 boys who entered Elyria 
High School in the past five classes but 19 to 26 have graduated ; 
of 100 girls, only 35 to 56 graduated. (See table, page 90.) The sig- 
nificant results of the study of ancient languages come only in later 
years of study, particularly in the upper high-school classes and in 
further work in college. The boy or girl who drops out during the 
high-school course has pitifully little result for his effort. 



88 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

It seems wise, therefore, for the Elyria High School to divide its 
classical curriculum into at least two parts. One, preparing for the 
classical course at Oberlin and Kenyon, should remain substantially 
as the curriculum is at present, with the possible addition of another 
year of work in English. The other should substitute two years of 
some modern foreign language for the two years of work in begin- 
ning Latin and Csesar. This would do no harm to the college-pre- 
paratory group and would be of more benefit to the music students 
and to those who are compelled to leave. There is every reason to 
suppose that another curriculum is needed. Many of the girls elect 
the classical curriculum with the idea of using it as preparation 
either for teaching directly after leaving high school or as prepara- 
tion for the normal school work. Those who made this survey have 
grave doubts as to whether either a foreign language or abstract 
mathematics, such as algebra and geometry, furnishes the best prepa- 
ration for prospective teachers within the brief time involved. We 
suggest, therefore, that the schools' officials discuss the type of prepa- 
ration needed for that line of work with the authorities at the Kent 
Normal School and with the teacher of the " training class " in 
Elyria. Surely such preparation would not be had in its highest 
form in the present classical curriculum. 

The commercial curriculum enrolls but one significant group of 
students, those who plan to enter business as clerks, bookkeepers, or 
stenographers. It appears that a few students are taking the com- 
mercial and other curricula with the idea of going to a business 
college. Why is this? 

The industrial curriculum enrolls a variety of groups. They in- 
clude boys planning : To enter the engineering or scientific courses in 
college, to enter industry, to become farmers, market gardeners, and 
dairymen ; and girls planning to specialize in various phases of home 
economics or art work, or to conduct homes of their own or to help 
at home. The curriculum as at present arranged is not sufficiently 
diversified to meet all these needs. Those preparing for the engineer- 
ing schools need a certain distinct distribution of courses. For 
example, the Case School of Applied Science requires the following 
for entrance: 

Units. 

Algebra to quadratics 1. 

Quadratics, binomial theorem, and progressions . 5 

Plane geometry 1. 

Solid geometry . 5 

English 3. 

German, French, or Spanish 2. 

Physics 1. 

Chemistry 1. 

Optional (including mechanical drawing and shop work) 5.0 



HIGH SCHOOL. 



89 



The curriculum as at present arranged does not quite meet this 
need, requiring a choice between solid geometry and algebra and 
chemistry in the senior year, both of which are needed for entrance 
to Case. With this exception, the curriculum is satisfactory for this 
group. In all probability this curriculum, with its five optional units, 
four of which may be in drawing and shopwork, will also prove to be 
a good course for those who plan to enter industry. The nearer the 
two groups can be kept together the better, for undoubtedly there are 
many boys who plan to go to Case or Ohio State who will be com- 
pelled to enter industry before graduation from the high school. 
The English, mathematics, science, and industrial work all have great 
value for this group. 

More than 80 boys in the Elyria High School live in rural com- 
munities. Nearly one-fourth of the older brothers of these children, 
who at least entered high school, are farming. A separate curriculum 
is needed for this group. 

On the basis of the experience of previous classes, it seems that a 
large percentage of girls should have more work in home economics, 
and that a complete curriculum designed to prepare for home making 
should be devised. The value of mathematics, such as algebra and 
geometry, for girls preparing to be home makers is doubtful ; chem- 
istry and physics, more adapted to the needs of girls, should be in- 
troduced. Where there are four sections of physics and two of 
chemistry, one section in each weight will be specially adapted to 
the needs of girls. 

In particular the course is weak in failing to provide as much as 
possible for the boys and girls who are forced to drop out of school. 
The teachers and administrators of high schools must keenly realize 
that less than one-half of the children who enter as freshmen will 
ever graduate. Elyria High School is no exception to this rule, as 
the following shows : 

Elimination in Elyria High School in classes of 1912-1916 considering only those 
who entered with the class. 



Students. 


1912 


1913 


1914 


1915 


1916 


Number of students who— 


196 
159 
104 
85 
57 
11 


183 
152 
116 
88 
59 
12 
2 


200 
174 
127 
106 
68 
16 
4 
4 


180 
151 
116 
93 
69 
11 


131 








83 








40 






























68 


73 


92 


80 









90 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



Elimination in Elyria High School fairing the past five years, based upon every 
100 that entered. 





Total. 


Boys. 


Girls. 


Students. 


1912 


1913 


1914 


1915 


1916 


1912 


1913 


1914 


1915 


1916 


1912 


1913 


1914 


1915 


191d 


Number remaining at 
end of — 


82 
53 
43 
29 


83 
63 
48 
32 


87 
64 
53 
34 


84 
64 
52 
38 


74 
62 
49 
30 


81 
50 
37 
19 


74 
61 

25 


79 
55 
49 
26 


74 
51 
33 
20 


74 
62 
49 
19 


82 
55 
49 
39 


88 
65 
54 

40 


56 
40 


93 
78 
69 
56 


7:; 


Second year 


', 


Fourth year 


35 



The group that seems to be treated with the least consideration is 
the group which leaves school before graduation ; those pupils receive 
the smallest return for their efforts, in proportion to time spent. This 
group must of necessity be more or less neglected. Any plan, how- 
ever, which will strengthen and make more vital the work of the 
earlier years will improve the arrangement of the program of studies. 
The commercial curriculum and the agricultural phase of the indus- 
trial curriculum especially sin in this particular. No vital commer- 
cial work is given in the first year, nor is there any in agriculture; 
yet of the older brothers who are farmers, 11 graduated and 11 did 
not ; and of the older brothers who are in business, 10 graduated and 
10 did not. Of 52 older sisters engaged in office work, only 32 gradu- 
ated. Further treatment of this problem will be found under the sec- 
tion which discusses the establishment of a junior high school. 

J/. Do the pupils receive adequate guidance in their choice of a curric- 
ulum ? 

The organization of studies is into a series of curricula, each devised 
to meet some definite need in an effort to steer between the elective 
system and the system of hard and fast requirements. It seeks to avoid 
random and aimless selection of courses of the one and at the same 
time to eliminate the hard and fast nature of the other, which has its 
only justification in poverty or in a belief in formal discipline. Under 
the curriculum plan each pupil has free choice of the general line 
which he wishes to pursue, but having made this choice, he is com- 
pelled to follow that specific line of work for the rest of his years in 
high school that he may achieve the results which follow thoroughness 
and continuity of attack. It is exceedingly important for the success 
of this system, however, that the pupils receive just, impartial, and 
adequate guidance in their selection of a curriculum. 

It is necessary that Elyria High School take more vigorous steps 
in this direction in the future. At present a little booklet giving the 
curricula offered, the words of description quoted, and certain other 
rules and regulations are distributed to the children of the eighth 
grade shortly before they are ready to enter high school. The city 



HIGH SCHOOL. 91 

superintendent visits each eighth-grade class and makes a little talk. 
The teachers try to help. This guidance is insufficient. There are 
several reasons for this. The teachers in the grades are not in 
possession of sufficient information to guide their children wisely. 
One teacher told the investigator, with some pride, that nearly all 
of her children had elected the classical course, so that they might 
enter college. Upon being asked if she knew which colleges in 
northern Ohio demanded such preparation she admitted that she 
did not know, but " supposed that they all did." Too many of the 
children, in answering the questionnaire previously mentioned, were 
indefinite and vague in their statement of the reasons which 
prompted them to enter a particular course. This is natural, since 
they had never been put in possession of sufficient facts to warrant 
a satisfactory judgment. Further, the parents need enlightenment 
in this matter. Too often the children are advised by parents who 
have not sufficient facts at hand to know which curriculum a child- 
ought to elect. Still further, children need to be protected from the 
propaganda advanced by alert, intelligent, but too often misguided 
and partial teachers. Too many children have been enticed into 
classical or industrial curricula by organized campaigns carried on 
by teachers of these subjects. The only remedy is to acquaint teach- 
ers, parents, and pupils alike with such facts as have been deter- 
mined. It would be highly desirable for the board of education to 
have a booklet prepared giving each curriculum in detail, just what 
it leads to, just what preparation is needed, what the rewards are 
likely to be, what modifications, if any, can be made. Some of the 
history of previous classes could well be introduced, and the probable 
experience of present classes in this light could be predicted. Dis- 
tributing this material well in advance of entrance to high school, 
encouraging discussion of it in class, at home, and at parent-teacher 
meetings, and eliminating scattered and casual recommendation, 
would help to prevent misfits, to put square pegs in square holes, and 
round pegs in round holes. At least serious discussion of this prob- 
lem should occupy several faculty meetings. It can not be hoped 
that every child will be served with equal adequacy, but only that 
more children will be served efficiently than at present. 

The following are therefore recommended: 
1. That the present three curricula be expanded and molded more 
directly with certain results in mind. The following is sug- 
gested as a minimum : 

a. The classical course entrance curriculum, preparing for 

Oberlin and Kenyon. 

b. The general curriculum, preparing for other colleges of arts. 



92 



EDUCATIONAL SUEVEY OF ELYEIA, OHIO. 



c. The scientific college preparatory curriculum, preparing for 

Case School of Applied Science, Ohio State, and the like. 
This course should also provide for most of the boys pre- 
paring for industry. 

d. The commercial curriculum, arranged substantially as at 

present. 

e. The agricultural curriculum, giving more thorough work m 

agriculture. 

f. The home economics curriculum, giving a definite line of 

work for home makers, eliminating abstract mathematics, 
and including science work better designed for the needs 
of girls. 

2. That the authorities consider the need of a curriculum better 

adapted than these to the needs of prospective teachers. 

3. That the authorities consider whether there is sufficient facility 

and demand to warrant a special course in arts and crafts. 

4. That every effort be made to put more vital work in the earlier 

years of the high school. 

5. That the board of education, in cooperation with the high-school 

faculty, publish a booklet giving much more detailed information 
about the courses offered and probable demands and results, in 
order that more adequate guidance may result; and that the 
high-school faculty consider this problem with care. 
It is recommended that the various curricula be made up somewhat 
as follows: 



YEARS. 


CLASSI- 
CAL. 


GENERAL. 


SCIENTIFIC. 


COMMER- 
CIAL. 


AGRICUL- 
TURAL. 


HOME 
ECONOMICS. 




English. 


English. 


English. 


English. 


English. 


English. 




cience. 


Science. 


Science. 


History. 


History. 


History. 


T'irst year 


Latin. 


Modern 

language. 
History. 


History. 


Science. 


Science. 


Science. 




History. 


Industrial 


C o m m ercial 


Agriculture. 


Home econom- 








work. 


work. 




ics. 




English. 


English. 


English. 


English. 


English. 


English. 




Algebra. 


Algebra. 


Algebra. 


Business 
arithmetic. 


A r i t h m e tic 
and accounts 


Arithmetic 
and accounts 


Second 


Latin. 


Modern 


Economics 


Industrial 


Industrial 


Horticulture. 


year. 




language. 


and indus- 
trial history. 


history and 
commercial 


work. 






History. 


History. 


Industrial 
work. 


work. (2) 


Agriculture. 


Home econom- 
ics. 




English. 


English. 


English. 


English. 


English. 


English. 




Plane geom- 


Plane geom- 


Plane geom- 


Commercial 


Physics. 


Household 


Third 
year. 


etry. 
Latin. 


etry. 
Modern 

language. 


etry. 
Physics. 


geography. 
Bookkeeping. 


Agriculture. 


physics. 

Home econom- 
ics. 




German o r 


Elective. 


German or in- 


Stenography. 


Elective. 


Elective. 




physics. 




dustrial arts. 










English. 
Latin. 


English. 


English. 


English. 


English. 


English. 




Modern 


Solid geometry 


Commercial 


Chemistry. 


Household 


Fourth 




language. 


and algebra. 


work (2). 




chemistry. 


year. 


Solid geom- 
etry and 


Elective (2). 


Chemistry. 


Elective (1). 


Agriculture. 


Home econom- 
ics. 




algebra. 




German or in- 




Elective (1). 


Elective (1). 




Elective. 




dustrials arts 









HIGH SCHOOL. 93 



There are three courses offered in science, not including the agri- 
culture — which is discussed separately — general science in the first 
year, physics in the third, and chemistry in the fourth. The work was 
elected by 190 students, 57 electing general science, 96 physics, and 
37 chemistry. The textbooks are: Snyder — General Science; Mc- 
Pherson and Henderson — First Course in Chemistry; and Hoadly — 
Physics. 

There are two outstanding needs in the science work — better equip- 
ment and a wider application of the work covered in class. 

The general science is taught in a room not well adapted to the 
teaching of science. It is merely an ordinary classroom with one 
row of seats left out to provide a little space for experimentation. 
A few additional closets are available for extra material. The 
physics work is carried on in a very poorly lighted laboratory in the 
oldest of three buildings. The chemistry laboratory, while none too 
light, is better than the physics. In the near future, however, it will 
either have to be moved or extensive repairs must be made, for the 
plumbing is giving way to the attacks of acids that have been passing 
down the sinks for years. The result of these conditions has been to 
limit the usefulness of the other laboratory equipment. In the gen- 
eral science, the very nature of the room compels the experiments to 
be demonstrations by the teacher and not experiments by the class. 
In physics, while there is considerable excellent material provided in 
sufficient quantity for 24 to work at once, the bad light limits its use- 
fulness. The chemistry classes are not as bad off now as they will be 
in a year or two. 

The way in which the science work in Elyria High School can be 
most improved, however, is in a wider application to the life which 
the pupils are to lead. The work in general science gives only about 
15 out of 450 pages to problems of health, probably the most-needed 
study in the entire program. Physics is taught largely in a theoreti- 
cal way. A topic is taken up ; the class is given a series of directions 
for experiment; a double period or more is spent in the laboratory; 
then its significance is treated. There is relatively little excursion 
work and only a meager amount of direct application to any of the 
growing industries of Elyria. The work in chemistry is open to the 
same criticism. 

There are two ways of remedying this difficulty. The science 
teachers can, through conference, discussion, and study, enliven their 
work far more than they are now doing. It is perfectly feasible for 
them to give more time to applications and to allow the class to spend 
a considerable portion of the time on the use of the work in question 
in the" local industries. 



94 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

It would be far more easy, however, to make application of the 
science work if the classes were composed of more homogeneous 
groups. Three great groups need the science work particularly ; boys 
who will need it in industry, boys who will use it on the farm, and 
girls who will need it in the home. Under the present arrangement 
it would be practicable to divide the sections in such a way that 
persons with similar interests would take the work at the same time. 
For instance, in two of the four sections of physics there is a majority 
of girls; in one, 18 girls and 6 boys; in another, 14 girls and 9 boys. 
Ten girls are taking chemistry with 27 boys. It is suggested that the 
six sections of chemistry and physics be divided as follows: That one 
section of physics and chemistry, each, be taught with special refer- 
ence to the home, one section with special reference to the farm, and 
one section with special reference to industry. 

The separation of the pupils into groups of this sort ought to im- 
prove the work. It will continually remind the teacher that there 
are applications to be made. There need be no vital change in the 
content of the course. The needed change will be made by more and 
better applications of the material studied. 

We also suggest that a greater importance be granted to the study 
of health. The high school has no higher duty. 



Two years of German are offered in the Elyria High School, 113 
taking first-year German in the third year and 53 taking second-year 
German in the fourth year. Students who wish to take four years of 
language are compelled to elect two years of ancient language, 
whether they wish to take it or not. Elyria is particularly fortunate 
in having teachers who speak the German language, whose pronuncia- 
tion is excellent, and whose knowledge of German does not stop with 
the language. We believe that Elyria should make more of modern 
languages. We suggest that four years of one modern language bs 
given. It may be that with additional time, the teachers, who are 
amply prepared for it, may be able to make more use of the " direct 
method " and still rest assured of proper college preparation. 



Four years are offered in Latin, the usual sequence of Caesar, 
Cicero, and Vergil being followed. In the fall semester there were 
101 beginning Latin, 64 reading Caesar, 31 reading Cicero, and only 
19 reading Vergil. Four out of every five who begin this course 
never begin the fourth year's work. If the rewards of the study 
of Latin were to come early in the work, this would not cause com- 
ment. It is believed that the results from the study of Latin come 
in the increased appreciation for the culture and literature of the 



HIGH SCHOOL. 95 

Romans and in the added knowledge of our own tongue which 
comes from a familiarity with the language which makes up so larga 
a part of it. The first value comes only to a small number, roughly 
20 per cent. The second comes only after methods of teaching are 
employed definitely to attain that end. We suggest that the Latin 
teachers strive eagerly for two goals: (1) To keep out of Latin the 
children who ought never to take it and (2) by early and constant 
effort to show children how the Latin helps the English. This ought 
to be a part of every classroom exercise. 



Three years' work in English is offered, the usual program being 
to omit it in the third year. It is taken by 231 in the first year, 158 
in the second year, and 106 in the fourth year. Twenty pupils in 
the third year are taking a course called commercial English and 
salesmanship. Literature is commonly studied three days a week; 
composition, oral and written, two days. Herrick and Damon's New 
Composition and Rhetoric is used in the composition work through- 
out the school, although some of the beginning classes are using 
Lewis and Hosic's new book. 

The literature work is arranged as follows : 

First year: 

First half— 

Ashmun, Prose Literature for Secondary Schools. 

Ashmun, Modern Prose and Poetry for Secondary Schools. 
Second half— 

Ivanhoe. 

Merchant of Venice. 
Second year: 

Silas Marner. 
Julius Caesar. 

Speeches of Washington. Webster, and Lincoln. 
Idyls of the King. 
Vision of Sir Launfal. 
Rime of the Ancient Mariner. 
Fourth year: 

Macaulay, Essay on Samuel Johnson. 

Shakespeare. Macbeth. 

Hawthorne, House of Seven Gables. 

Selected American Poems. 

Holmes, Autocrat of the Breakfast Table. 

Several things stand out in striking manner in this course : 
1. The work is not as efficiently related within itself as it might be. 
This is shown in several ways. There is not sufficient correlation 
between the work in oral composition and the work of the remainder 
of the week. As shown below in the study of methods of teaching, 
one of the most striking things is the brief and fragmentary char- 



96 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

acter of the answers given by the classes ; the English classes on days 
when oral expression was not definitely provided for were no excep- 
tions to this rule. The children talk when they are having " oral 
expression.'* The rest of the time they do not. 

The same thing is true of the relationship of the classics studied. 
If the teachers were to take advantage of every opportunity, there 
would be more reference to other works that had gone before. In the 
classes in which comparisons were made, and the various works 
of literature were connected, better work was done. 

There is not sufficient emphasis upon the use to which the English 
classics are to be put. Obviously, the study of English literature 
should have as its main object the instillation of a love of reading, 
particularly the reading of books of the best sort. The Elyria High 
School properly starts with two collections of rather short selections ; 
and then settles down to intensive work for the rest of the course. 
When children spend 19 weeks on Ivanhoe and The Merchant of 
Venice progress must of necessity be so slow that the children do not 
il see the forest for the trees." Much time is spent on the author's 
life, unessential details of construction, and unimportant niceties 
which might just as well be spent on much more extensive reading 
of a pleasurable sort. We suggest that many more works be read, 
just for the fun of reading them. 

By starting with the short selections at the beginning, it is clear 
that the teachers realize that the children have interests of their own, 
and that the old-time way of beginning with the long novel was not 
successful. The particular selections which are used as a beginning 
are too abstract and too much without adventure to appeal to the 
average high-school beginner. We suggest that these dry and prosy 
selections be reserved until later in the course, when the student will 
have developed more taste for them. Begin with modern short 
stories and read " Treasure Island " before very long. 

There is probably not sufficient connection between writing or 
speaking and the study of technicalities of writing. Grammar as 
such is the study of the elementary school. Rhetoric comes in the 
high school. It is hardly likely that the errors warned against 
early in the course will be recognized in their new setting late in the 
course. We usually learn when the need for learning arises. If 
grammar were reserved until need for it arises in connection with 
compositions, the problem of teaching it efficiently would be greatly 
simplified. 

2. There is a healthy tendency to make literature more readable. 
Burke has given way to Washington, Webster, and Lincoln : the 
Idyls of the King to American poems. Milton's Shorter Poems 
have been postponed until college, and pieces of literature have been 
deemed worthy of reading which are less than 100 pages in length. 



HIGH SCHOOL. 97 

3. There is excellent use of objective aids. Bulletin boards are 
found in every room. Illustrative material gathered from current 
literature, pictures from all sources, maps, charts, etc., are found 
in the English classrooms in profusion. 

4. There is great need for experimentation. There is little of the 
growth apparent in the English department which comes from the 
constant contact of alert and progressive teachers with one another. 
Improvements there undoubtedly have been. Good devices are un- 
questionably in use. But the teachers are isolated from one another. 
One has all the senior English; another all the sophomore; several 
others divide the freshman Latin and English and history. There 
should be more division of the work and more departmental meet- 
ings, in order that good ideas may be disseminated and grow. 

5. Every class should be a class in English. Good habits in writ- 
ten and oral English can not be gained from school work by occa- 
sional lessons in one subject only. Every teacher throughout the 
school should require and demand accuracy in expression. Yet this 
is not done at the Elyria High School, and it has rarely been accom- 
plished in an incidental way. We recommend that the English de- 
partment accept this as a problem for study. It seems to us that the 
problem for proper cooperation in English has never been ade- 
quately solved. 

MATHEMATICS. 

There were 352 pupils studying algebra, 92 studying plane geome- 
try and 27 studying solid geometry. More were studying begin- 
ning algebra than any other single subject. This was due to the 
fact that in previous years algebra had been given only in the sec- 
ond year of the high school, and in 1916-17 it was advanced to the 
first. Next year there will be a small group electing algebra and a 
proportionately larger group in geometry. 

The mathematics work seems to be well done so far as it goes. 
There is little application of the work done, but that is not usually 
found in high-school mathematics. Much of it is abstract, but that 
is what teachers usually want. 

The Monroe algebra test and the Peabody algebra test were both 
given. The Peabody test was given by the writer personally. The 
Monroe test was left to be given March 1, when it was designed to be 
given. Through a mistake in the time element, the test was not 
given as directed, and of course the results are meaningless. 

The Peabody test is better adapted to those who have had algebra 
a year. There were no pupils of'this grade in Elyria. It was given 
to those who were just beginning their second half-year's work. 
61564°— 18 7 



98 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



The results, compared with pupils of similar advancement, are as 
follows : 

Elyria pupils in algebra compared with others. 





Al 


A2 


A3 


A4 


B4 


C4 


D4 


Eight schools with 522 pupils of 


Per cent. 
57.0 
22.3 


Per cent. 
51.1 
24.7 


Per cent. 
5^3 


Per cent. 
44.2 
22.1 


Per cent. 
41.8 
26.4 


Per cent. 
32.3 
3.0 


Per cent. 
48 




40.0 











Elyria is not doing the work that the schools in Nashville, Paducah, 
Owensboro, Whitesville, and Little Rock are doing. Considerable 
difference was found in the work of the individual teachers, but that 
is a matter to be handled by the principal and is not of special interest 
to the general public. 

H. METHODS OF TEACHING. 

Despite the emphasis that is placed upon matters pertaining to 
administration, the program of studies, physical equipment, school 
buildings, and the like, there is no more important phase of high- 
school work than the methods of teaching. It is here that the success 
or failure of a particular line of work rests. The major efforts of the 
principal should be directed to increasing efficiency here. Neither 
school law, social pressure, nor finances stand in the way of improve- 
ment in this particular. 

Realizing this, the observer made every effort to obtain as compre- 
hensive and as accurate knowledge as possible of the methods of 
teaching used by teachers in the Elyria High School. This is difficult 
to obtain. Classroom observation at best is bound to be unsatisfactory. 
Teachers unaccustomed to visitors are apt to be nervous, especially 
in the face of a survey. A stranger in the room often disturbs the 
pupils. Chance observations of scattered recitations or portions of 
recitations often fail to reveal facts in their true light because of the 
necessary lack of familiarity on the part of the observer with what 
has gone before. These difficulties, while not eliminated, were mini- 
mized in the following ways: 

1. Before starting the survey the teachers were called together and 
acquainted in a general way with the plans -of the observer. They 
were told that their difficulties were appreciated; that while of 
necessity they were being viewed in a critical light, they were before 
no "court of star chamber"; that every effort would be made to 
judge their work by standards that all would accept; and that before 
any definite recommendations were made, sufficient concrete data 
would be advanced to substantiate the point. The teachers were 
asked to pay no attention to the observer, who promised to tvj to 
make himself as inconspicuous as possible. 



HIGH SCHOOL. 99 

2. During the earlier days of the investigation and as much as 
possible during the later days, the observer entered each classroom 
with or before the class, took an inconspicuous place in the rear of 
the room, and remained there until the close of the period.. Fifty- 
three complete recitations were observed in this fashion. In some 
of the work, particularly in language and mathematics classes and 
in laboratory periods, two and sometimes three classes were visited 
in the same hour. Twenty-one classes were visited in this way. 
Toward the close of the investigation several tours of the school were 
made, the observer remaining but a few minutes in each room, verify- 
ing certain conclusions from previous investigation and watching the 
progress and connectedness of the work. 

3. To obtain a more complete knowledge of the work, the observer 
made a practice of seeing the teacher teach the same section for three 
or four days in the same subject. In this way the continuity of the 
work was seen, and abnormalities of a single recitation were seen 
more nearly in their true light. 

Five variations of classroom procedure were clearly distinguish- 
able in the Elyria High School, namely, variations in — 

(1) The responses given by the pupils, 

(2) The relative emphasis on memory and on thought work, 

(3) The responsibility for the work shared by teacher and pupil, 

(4) The application of material studied in class, and 

(5) The interest of the pupils in the class work. 

These are to be considered by the faculty of the high school in a 
thoughtful way to determine if such variation is efficient, to magnify 
the strong points, and to eliminate the weak ones. There are a few 
considerations in connection with each, however, that deserve men- 
tion. 

(1) The responses given by pupils. — -Other things being equal, we 
should assume that longer answers by the pupils would be desirable. 
It should make for continuity of thought and better oral expression. 
It seems hardly right, in English for example, to devote a day a 
week to oral composition and then for the remainder of the time to 
discourage it. Short answers, however, are not necessarily a bad 
thing. There is no necessary objection to a rapid-fire review or to a 
hurried survey of a field. Some of the short answers were the direct 
result of bad questioning habits on the part of the teachers, and 
where this is the case the short answer should be considered a signal 
of danger. These are discussed in order: 

(a) In the classes where short answers are found many of the 
teachers have a habit of asking questions that end in "isn't it," 
" doesn't it," and " isn't that the way it was," etc. Questions of this 
type are indications of careless preparation, careless thinking, or 
they may mean that the teacher is really lecturing while he thinks 



100 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

he is conducting a recitation. Almost no effort is required of the 
pupil, either in remembering material or organizing it. Illustra- 
tions of this are the following: 

"A form of government, isn't that what it was?" 

" You found it worth while, didn't you? " 

" Then, it was a matter of heredity rather than environment, wasn't it? " 

"Common working place, wasn't it?" 

"He has thus far succeeded, hasn't he?" 

" The war was not over here, was it? " 

" He sums it all up, doesn't he? " 

"It tells how the trees are arranged, doesn't it?" 

" There was a dislodged stone, wasn't there? " 

"They usually were privileged characters, weren't they?" 

"Then, we practically agree, don't we?" 

"Your figure proves it a trapezoid, doesn't it?" 

A small number of questions of this type in a recitation can do 
but little harm, and most teachers ask a rhetorical question occa- 
sionally. But when they are numerous they certainly do no good 
and frequently develop bad habits. In general, a question of this 
kind might just as well not be asked. Nine times out of ten but 
one answer is possible. The teacher, in fact, makes an assertion to 
which the class lends passive assent. 

In some of the classes in the Elyria High School questioning of 
this sort is too frequent to be consistent with efficiency. Four 
teachers in particular sin in this direction. One teacher, for in- 
stance, asked 26 questions of this sort in a 45-minute period, another 
18, another 21, and another 16. 

(b) Possibly more important still in the encouragement of short 
and incomplete answers is the inverted question that ends in " what." 
The teacher who asks this question has in mind not a query to be 
answered, but a particular answer to be achieved. The teacher 
thinks first of the answer wanted, repeats a portion of it, and then 
calls upon the class to fill out the thought. The following series of 
questions and answers from an English class illustrates the point: 

Q. Then from there he went to what place? 

A. Salem. 

Q. What for? 

A. To prepare for college. 

Q. Under whom? 

A. Worcester. 

Q. He went where? 

A. To Bowdoin. 

Q. Longfellow was not such an Intimate friend, was he? 

A. No. 

Q. On his finishing, he went where? 

A. To Salem. 



HIGH SCHOOL. 101 

Here is another series of questions that gave the same results, so 
far as brevity of answers is concerned : 

"He held most of his positions through friendship with whom?" 

"And the great product of his writing was what? " 

" His whole aim was to move back to what place? " 

" If you had noticed, you would have found what about his relations ? " 

"Obliged to move to what little place?" 

"Nearer still to what place?" 

"The name of his home was what?" 

Other questions to show the same type, which was found in almost 
every class in the school, are the following : 

"One thing we learned about fungus yesterday? Another? What about 
them? They are what?" 

"The purpose of this experiment is what?" 

"You put on here what? That will be where? That will be put where?" 

"It all goes back to what? " 

"That will be the volume at what temperature?" 

" Give me the formula for an acid salt. That is the name for what?" 

"That is needed to get what? Talk about what agents?" 

" Swegen was followed by what ruler?" 

" Forte modifies what? " 

It seems that sufficient evidence has been given to show the serious- 
ness of this habit. When the " what " or " whom " is placed at the 
end of the question, the teacher has already done a good share of the 
work; the sentence and setting are all prepared; the pupil has but 
to put one little word into the place that is waiting for it. This does 
not require great ability, nor does it tend to develop it. 

Nearly every teacher in the school, to a greater or less degree, has 
the habit of asking questions like this. One teacher asked 42 ques- 
tions of this sort in a single period, several others between 30 and 40. 
In a few cases the observer would wait as long as five minutes for a 
single question of another type. 

In one of the teachers the habit had become so ingrained that it 
even appeared in a written assignment, which was to be copied by 
the children from the board. The question was, " Even without 
knowledge of the historical setting, the reader of this address must 
feel what effects?" 

(c) Another factor in encouraging brief and incomplete answers 
is the habit that several teachers have of asking questions that are 
sentences with a word or two left out, requiring through manner or 
gesture the pupils to fill in the gaps. It is about the same as the 
inverted "what question" with the what left out. Such teaching 
reminds one of the puzzle page or of the "completion tests" of the 
psychologist. The teacher frames the puzzle or the test; the pupil 
supplies the missing word. It is needless to remark that in this 



102 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

case the teacher does too much of the work. Illustrations of this 
habit follow (the portions spoken by the pupils being put in paren- 
theses) : 

What did they mean? The right to (secede) from the (union). 

That means (secession). The States tried to make it (null and void). 

Would there have been any dispute if the constitution had definitely pro- 
vided certain things that the States might (do) or might not (do)? 

Was the constitution for or against the (Virginia and Kentucky resolutions! ? 

The things that are (constitutional) and the things that are un- (constitu- 
tional ) . 

After Boston he went to (Brookfarm). 

This habit is not found as frequently as some of the others, but, 
nevertheless, it is found all too often. 

(d) Another factor that contributes to the brief answers is the 
habit which many of the teachers have of repeating the answer given 
by the pupil. If the teacher were to repeat the answer exactly as it 
is given, the habit would not be so harmful, as it would make the 
teacher realize the essential incompleteness of that answer. But the 
teacher, in his eagerness, usually picks on the fragment extracted 
from the pupil, resets it, and gives it forth in a more complete sen- 
tence or in a new application. All this is work that the pupil should 
do. Another danger arising from the repeated answer is that the 
teacher, in his eagerness to hear the correct answer, often fails to 
note mistakes. The pupil is encouraged to " bluff " an answer or give 
a portion of it — just enough to set the teacher going again. 

In every class where the answers are fragmentary or brief the 
observer found that the teacher was repeating the answer. Nearly 
all the teachers did this more or less. So far as the observer could 
estimate, one teacher repeated practically every answer given by the 
class. He counted over 60 successive repetitions before turning his 
attention to something else. He observed five recitations with more 
than CO answers repeated by the teacher, four with from 40 to 60 
repetitions, and 9 with more than 20 repetitions, not counting the 
ones just mentioned. 

In a few cases he noted places where the pupils' answers and the 
teacher's repetitions did not agree. Such occurrences are particu- 
larly bad. The following are a few illustrations of this: 

" Agrees in person and number." " Yes, in person and gender." 

" A circle." " Yes, a circle is a plane figure, isn't it? " 

" In the plane." " When they lie in the plane, yes." 

" Line." " A straight line, yes, or the side of a parallelogram." 

" France." " Yes, Spain." * 

" After the Revolutionary War." " Yes, during the Revolutionary 
War." 

" Sie durfte sprechen." " Yes, Sie durften sprechen." 



HIGH SCHOOL. 103 

" Er durf sprechen." " Ja, er darf sprechen." 

" Was soil das." " Ja, was soil denn das." 

" Du sollte lernen." " Ja, du solltest lernen." 

(e) Another bad habit, closely allied to this, is the "Yes" habit. 
The teacher in this case continually approves or disapproves of what 
the pupil says. The teacher calls upon the pupil to answer the ques- 
tion. The pupil singled out starts upon his answer leisurely. The 
others in the class sit back, knowing that they are not to be held 
responsible for the correctness of the answer. Meanwhile the pupil 
who is reciting is eagerly awaiting some sign as to whether or not 
a " yes " or a " no " is coming. He leaves his forked road open as 
long as possible. The teacher who continually judges the correct- 
ness of the pupil's answers is like a black cloth absorbing the rays 
of sunlight. The teacher might as well be a mirror reflecting to the 
class the answers that are proposed, holding the class responsible as to 
whether they are right or wrong. 

A few of the teachers in Elyria have a bad attack of this habit. 
One teacher says " yes " or " no " every time a child answers. An- 
other does it every time that he does not repeat an answer. The 
habit is much too frequent. 

(/) Another tendency which makes for brevity in response is the 
habit which some of the teachers display when, after explaining a 
point or making a short discussion, they inquire of the class, " Is 
that clear? " or "Do you see the point? " Of course the only answer 
usually given is " Yes." Only once in all the classes visited was there 
a dissenting response given; only once did the pupils indicate any 
lack of comprehension. 

Most of us who have been high-school pupils at some time or 
other in our lives remember with considerable wonder how often we 
were called upon in class for the exact portion of the lesson which 
we did not know well. We were accustomed to give our teachers 
credit for almost supernatural insight into our foibles. But this 
was probably not the case. We supposed that we understood the 
whole of the lesson, and only realized that we did not when we were 
called upon for the results. This only goes to show that we may 
think we understand something when we really do not, and the 
way accurately to determine our understanding is not to ask us 
whether we do or not, but to call for an application of the knowledge 
in question or to drill upon it. 

This is a common educational principle which several of the Elyria 
High School teachers have failed to apply. One teacher in par- 
ticular conducts his recitations by interspersing a series of talks with 
a few questions, many of which are of the " Is that clear " type. 
Where such a question is asked the teacher should at once know that 
to make the information accurate further questions are needed. 



104 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

(#) Thought versus memory work. — A recitation depending 
mainly upon memory work is not in itself a bad thing. Surely one 
of the great aims of school attendance is obtaining and holding fast 
much knowledge of a great variety of things. Thought work itself 
must be dependent upon a deal of memory work, because one can 
not think with accuracy or to good purpose without a solid basis of 
fact. To that extent the two types of work combine. Some of the 
teachers in Elyria High School, however, confine the greater part 
of the work to the mere recitation of facts from textbooks or from 
topical outlines. There can be but two reasons for such procedure. 
One is that the teacher believes firmly in the doctrine of formal 
discipline, resting the methods of teaching upon the assumption that 
all work, so long as it is well done, will strengthen the mind and 
yield discipline. The other reason is that those teachers have no 
clear idea of why they are teaching or of what they wish to 
accomplish. 

The mere fact that some of the teachers are doing more than mere 
memory work suggests that others could do more in that direction. 
The ultimate solution of this problem lies in a change of ideas on 
the part of the teachers themselves. A teacher can teach successfully 
by no method but his own. A teacher can aim in no direction but 
that which he himself deems worthy. The basic cause of this differ- 
ence in method lies, therefore, in the theory of teachings held by the 
individual teacher. Improvement must be the result of changed 
ideas. 

(3) The relative responsibility of teacher and pupil. — This diver- 
gence of method is also a result of diverging ideas on the part of the 
teachers. The one group apparently believes that the way to edu- 
cate a pupil is to repress him. Education is a matter of holding 
down the individual, of repressing the wrong responses, of encourag- 
ing passive assimilation. To the other group, education is a matter 
of encouraging an individual to act, to think for himself, to assume 
responsibility. It is much like the old theological doctrine of origi- 
nal good and original sin. The one meant encouragement ; the other, 
repression. Possibly the truth lies between the extremes. 

(4) The application of material studied. — The varying ideas back 
of varying practice in this respect lie in the opposing theories in re- 
gard to the use of subject matter. One group believes that any sub- 
ject matter carefully learned will be applied in time of need. The 
other believes that the only way to be sure of the proper application 
of material is to make this application while the material is being 
learned. No individual can decide this question for all teachers, and 
it requires consideration. The growth of the case method in the 
law schools, and the development of the interne system in the study 
of medicine, point to the growing strength of the latter idea. 



HIGH SCHOOL. 105 

(5) Interest versus effort. — Two opposing ideas of successful 
teaching have caused the differing practice in this particular which 
is found in this school. The hard, distasteful work that men are 
compelled to do in the world, the impossibility of sugar-coating all 
tasks, the feeling of triumph that comes from compelling people to 
do work that they do not want to do have led teachers to advocate 
work that takes effort. The sluggishness of classes driven by force, 
the stimulation of work done for the work itself or for its legitimate 
applications, have led other teachers to a belief in the doctrine of 
interest. Here again the solution lies in a change of ideas. 

The remedy. — Many of these divergences are legitimate. It is 
entirely within the bounds of possibility that these teachers are doing 
right in using one method for one group and another method for 
another. It would be better, however, if methods were consciously 
adopted by the teachers in the light of the experiences and ideas of 
other teachers. Each teacher should know what the practices of the 
others are, and how his standards compare with theirs. 

The biggest obstacle to progress in the Elyria High School is the 
isolation of the teachers. While a visiting day is technically pro- 
vided by the school board, very few have availed themselves of the 
privilege. Many frankly say that they have not seen a class taught 
by another in years. Day by day they go through the routine of 
their tasks, hoping that they are doing the right thing, but having no 
standard of comparison other than their own experience. Experi- 
ments in adjoining rooms, different methods of approaching, results 
of other methods are unknown to them. A physician or a lawyer 
similarly isolated would be out of touch with his profession in a very 
short time. 

Coupled with this is the practice of giving each teacher as many 
sections of the same class as possible. One teacher teaches four sec- 
tions of senior English, another four sections of sophomore English, 
another all the history taught to juniors and seniors. One teacher 
teaches only beginning Latin, another only Caesar. This practice 
applies throughout the school. 

This isolation has prevented growth. A teacher with almost no 
mechanical faults teaches within 30 feet of a teacher who is as 
faulty on mechanical details as any in the school. Another teacher 
who teaches with the sole purpose of storing the memory of her 
pupils is separated only by a partition from a teacher who is stimu- 
lating thought in his pupils as much as any teacher the observer has 
seen. Within the walls of the school are all the examples needed for 
improvement. The remedy lies in breaking down the isolation. 

Frequent visits of the principal and frequent conferences would 
help. The principal could direct attention to mechanical imperfec- 



106 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

tions which the teacher could not see. He could relate the procedure 
of other classes. He could act as a medium for the exchange of ideas. 

Faculty meetings for the study and discussion of opposing educa- 
tional theories would produce a more alert attack on educational 
problems. Departmental meetings and assigning different classes to 
teachers would help. Three teachers were teaching Ivanhoe to sec- 
ond-term freshmen. One had a truly excellent idea for teaching it. 
It would have been desirable for these teachers to discuss methods 
of presentation before taking up the book; but each taught in his 
own way and without knowledge of what the others were doing. 
Had four teachers each taught a section on Washington's Farewell 
Address instead of one, and had there been discussion before taking 
it up, surely a better attack could have been made. 

We therefore make the following recommendations: 

1. That the principal observe as many of the teachers as he can, 
and that he spend as much of his time in supervision as possible in 
order that he may note and remove mechanical errors in teaching 
and serve as a means of communicating successful practice from 
teacher to teacher. 

2. That a series of faculty meetings be devoted to the findings of 
this section of the survey. Improvement can only come from a frank 
and full discussion of the points mentioned. A teacher can teach by 
no method but his own. 

3. That the problem of memory versus thought be considered, and 
that works like Dewey's How We Think, McMurry's How to Study, 
and Strayer and Northsworthy's How to Teach be read. 

4. That the problem of the relative responsibility of teacher and 
pupil be considered, possibly with the above books. 

5. That the problem of applications be given consideration. 

6. That the problem of interest versus effort be considered in con- 
nection with Dewey's Interest and Effort. 

7. That teachers be given every opportunity to visit the classes of 
their colleagues. 

8. That teachers be encouraged to pair off for mutual criticism 
for the improvement of their teaching. 

9. That teachers be given a greater number of different sections 
to teach, and that where this is done departmental meetings be en- 
couraged. 

III. THE ADMINISTRATION OF THE HIGH SCHOOL. 



There is a fairly good school library of some 1,200 volumes ar- 
ranged along one side of the senior study hall. It contains a num- 
ber of the usual reference works and collections. It is stronger in 



HIGH SCHOOL. 107 

history and science than in English. It has no regular librarian, 
the room teacher taking charge. It needs cataloguing. Some bind- 
ing should be done. 

This library has two sources of revenue. About $60 a year comes 
from an endowment left to the library years ago. A varying sum 
is received annually from the sale of tickets to the commencement 
exercises. 

No regular system appears to have been devised for the expendi- 
ture of the money. If the Elyria High School is to keep abreast 
of the times, a good, up-to-date library must be maintained. We 
recommend that instead of buying books by the haphazard method 
of the past, a budget system be introduced, with definite amounts 
appropriated to members of the various departments who need ref- 
erence material. 

The present arrangement with the city library, whereby pupils 
who hold cards may read there during the first period, is unsatis- 
factory. It limits the privilege to a few pupils, and for the num- 
ber who can take advantage of it, only a short time is left for 
reading. 

SUPERVISED STUDY. 

One of the latest ideas in high-school work is " supervised study." 
There is manifest need of doing something to correct the aimless 
kind of activity which is found in the din and tumult of the study 
hall and in the family gathering in the home, where few pupils 
have opportunity to study uninterruptedly. One remedy that has 
been suggested for this is to lengthen the class period, and to devote 
a portion of it to recitation and a portion to study under the direct 
supervision of the teacher. This has been -said to produce good 
results, and there are many advocates of this measure as there are 
real opponents. Most high-school teachers are neutral. 

The Elyria High School has an excellent opportunity to do some 
constructive work in this regard. We frankly do not know whether 
or not the proper sort of study will result from lengthening the 
periods and devoting class time to it. Probably more will come 
from better teaching. But the arrangement of classes affords oppor- 
tunity for an excellent experiment. At present, of the eight periods 
in the day, the first and the last are used onty for assembly, labora- 
tory periods, and the like. We recommend that in certain classes 
of the second and seventh periods, a teacher be allowed to start 
earlier or continue later than usual, so that the periods may contain 
60 to 70 minutes. This would allow supervised study to be tried 
out in those classes, and the principal could watch the results and 
compare with other classes not on the same plan. In two years 
Elyria would know whether supervised study was wanted or not. 



108 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

THE MARKING SYSTEM. 

In the Elyria High School a percentage system of marking is used. 
By that is meant that the pupils are ranked upon the basis of their 
work, absolute perfection being signified by 100 per cent, absolute 
failure by per cent. Grades are supposed to be entered nearly every 
day. The average of these is turned in to the section teachers once a 
month, to be transferred to cards. These cards are given to the 
pupils to take to their parents. At the close of each semester the 
monthly grades are averaged. If the pupil receives a grade of 75 
per cent or above, he is considered to have completed the course 
successfully. If he receives 74 per cent or less, he fails in the course, 
receives no credit, and if he desires credit in that course he must 
repeat it. 

It is a recognized fact that through the country as a whole there 
is little uniformity in grading. Dr. F. J. Kelly in his study of 
" Teacher's Marks " substantiated the conclusions of many that had 
gone before him, that there is the widest variation. Where courses of 
study are determined for the pupils, and little choice is left to the 
individual, wide variation is merely unfair to the pupil. He knows 
that for certain results one teacher will assign a certain "grade"; 
with another, a totally different grade. He can merely resign him- 
self to his fate, and hope to get an " easy " teacher during the next 
semester. In a school like the Elyria High School, however, where 
there are large numbers of pupils and only three set curricula, and 
considerable election within each curriculum, wide variation in 
marking is not only unjust to the pupil, but it tends to handicap the 
system of election. A pupil is often prevented from going on with 
work that he knows he ought to take because of the abnormally high 
standards of those who teach it. 

It was because of this phase of the problem, that the investigator 
addressed himself to a study of the marking system and the varia- 
tions in marking among the various teachers. 

Lists of the grades given for the semester's work (fall of 1916) 
were procured, arranged so that it was relatively easy to determine 
the teacher's name, the grade and sex of pupils, and subject in which 
the mark was given. These grades were the final grades in the 
courses taken, determining the promotion or failure of the student. 
The grades were then tabulated according to several classifications. 
It was obviously a statistical task of too great extent to transcribe 
and tabulate in several different ways each numerical grade. The in- 
vestigator arbitrarily divided the grades into five groups, namely, 
100-95, 94-89, 88-83, 82-75, and 74-0. All the failures were placed 
in the last group. These grades were then transferred on cards, of 
which the following is an illustration. 



HIGH SCHOOL. 



109 



Teacher (Miss Terry), History in. 2.30. 




100-95 


94-89 


88-83 


82-75 


74-0 


Total. 


Boys 

Girls 

Total.... 


I 

I 


II 
IIH 


IIII 

m 


IIII 
II 


II 
II 


13 

12 


2 


6 


7 


6 


4 


25 



The data, after being transferred to the cards, were assembled in 
various ways, in each case the total number of grades of a particular 
group being totaled before the percentages were figured. Certain 
conclusions from this study follow: 

1. The general distribution of grades for the school as a whole is 
as follows:. 



100-95 
6 per cent. 



94-89 
17 per cent. 



88-83 
28 per cent. 



82-75 
36 per cent. 



74-0 
13 per cent. 



2. The teachers in Elyria High School do not vary widely in their 
marking either of boys and girls, or of freshmen, sophomores, juniors, 
or seniors; nor is there any special difference in the way men and 
women teachers mark. In other words, the general distribution of 
marks for these groups is about like that for the school as a whole. 

3. It is much easier to receive a high mark in some departments 

than in others. 

Marks m the Elyria High School. 



Fnpfls. 


100-95 


94-89 


88-83 


82-75 


74-0 




Per cent. 
6 

4 

7 

10 
9 
4 

5 

6 
7 


Per cent. 
17 

16 
17 

16 
16 
19 

18 

20 
16 


Percent. 
28 

27 
29 

25 
28 
27 
29 

29 
28 


Per cent. 
36 

37 
35 

33 
33 

35 

31 
36 


Per cent. 
13 

16 






Seniors « 


10 




15 








14 











Students receiving marks of 95 to 100 per cent. 



In the department of — 

Per cent. 

German 20 

Agriculture 10 

History 9 

Mathematics 9 

Latin * 7 



In the department of — 

Per cent 

Home economics 7 

Commerce 5 

English 4 

Science 4 

Industrial arts 1 



4. It is much more difficult to pass in some departments than in 
others. 



110 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



Students failing in the different departments. 



In the department of- 
Mathematics 



Per cent. 
21 



Latin 18 

History 18, 

Science 17 

Commerce 13 



In the department of — 

Per cent. 

Engiish 13 

Mechanic arts 9 

German 8 

Agriculture 5 

Home economics 3 



5. One mark does not mean the same thing in one department that 
it means in another. The f ollowing data show that : 

Per cent of students receiving certain marks. 



Departments. 


100-95 


94-89 


88-83 


82-75 


74-0 




Per cent. 
7 
5 
20 

7 
4 
9 
10 
4 
9 


Per cent. 
18 
20 
15 
24 
13 
16 
20 
22 
12 
19 


Per cent. 
36 
12 
23 
33 
35 
28 
19 
47 
27 
23 


Per cent. 
36 
50 
34 
33 
29 
37 
33 
16 
40 
27 


Per cent. 
3 




13 




8 




9 




18 


English 


13 




18 




5 




17 




21 







6. A mark does not mean the same thing with one teacher that it 
means with another. The following table shows that. Here each 
teacher in the Elyria High School is designated by a letter. Coupled 
with this is the percentage of his classes which he has marked within 
the group noted: 

Markings of the different teachers. 



100-95 


94-89 


88-83 


82-75 


74-0 




Per ct. 


Per ct. 




Per ct. 




Per ct. 


Per ct. 


H 


....20 


D.... 


28 


!!. 


....47 


.1. 


53 


0. 


....36 


H 


....15 


E.... 


.23 


1. 


47 


B. 


51 


L. 


....29 


K 


15 


A... 


22 


K 


....39 


W 


... .50 


V 


....24 


T. 


....15 


R... 


22 


U. 


....37 


Q,. 


43 


X 


....23 


1). 


14 


c... 


..21 


N. 


....37 


H 


41 


N. 


....18 


o. 

M 


12 

10 


F... 
I.... 


..20 
20 


A. 
C. 


37 

....35 


G. 

o 


. . 40 


M. 
.T.. 


....17 
....17 


37 


R. 


....10 


N... 


20 


(J. 


35 


V 


37 


T. 


....15 


X 


8 


w... 


20 


K. 


....34 


1) 


36 


S 


...14 


B. 


7 


K... 


19 


M 


31 


V 


36 


W 


...13 


L. 


7 


0... 


19 


i: 


....30 


r 


....34 


H 


....12 


G. 

w 


6 

5 


T... 
H... 


..19 
17 


D. 
H 


....28 
24 


F 




0. 

TI. 


....12 
....11 


X" 


33 


A. 
C. 

s.. 


4 

4 

4 


M... 
S.... 
V... 


..17 

..17 

16 


B. 
P. 

T. 


....23 
....23 
....23 


r 


32 


K. 

c. 

P. 


....10 

s 
....8 


A. 
L. 


... 31 


....31 


K 


3 


p... 


..15 


X 


23 


1 


30 


K 


6 


J.. 


2 


G... 


..14 


V. 


22 


T. 


....28 


A. 


6 


u. 


2 


U... 


14 


L. 


....21 


D. 


....28 


G. 


5 


V. 


1 


X... 


13 


<) 


20 


K 


26 


H. 


5 


Q- 


1 


L... 


12 


.1. 


19 


M 


... .25 


V. 


....5 


1 


1 


Q-. 


11 


H 


....18 


\. 


....25 


H 


3 


N. 





J.... 


9 


W 


....12 


S 


...23 


1. 


2 


E. 





B... 


...7 


Q- 


11 


R. 


16 


D. 


2 



HIGH SCHOOL. Ill 

Teachers P, H, K, T, D, and O are clearly giving more marks 
from 95 per cent to 100 per cent than the best judgment of all the 
teachers would warrant. In the same way teachers Q, L, V, X, N, 
and M are clearly " failing " many more of their pupils, in a similar 
way, than the judgment of the entire group would indicate. When 
one teacher " fails " 36 per cent of all the pupils with whom he comes 
in contact, while another fails but 2 per cent, something is wrong. 
One teacher is either exceedingly good and the other exceedingly bad, 
or one has standards much higher than others, and one has standards 
much lower than others. Pupils will gravitate from the classes of 
those high up in the last column to those low down, while the move- 
ment will be in the opposite direction in the first column. Surely it 
would be much better for the teachers to have standards more nearly 
alike. 

7. Some teachers in Elyria High School do not mark boys and girls 
in the same way. Some favor boys ; some, girls ; some fail more boys ; 
some, more girls. The point is not as important as the other, but its 
investigation brings out several cases in which mention of it to the 
teacher may do some good. Teachers B, K, L, M. N, V, and X fail 
a larger percentage of boys than girls, while teachers J, O, Q, S, and 
T fail a larger percentage of girls than boys. It seems hardly prob- 
able that such wide variations should exist. The other teachers are 
not making wide differences in their judgments of boys and girls. 

8. The school at present has a well-defined standard of marking. 
There are not wide variations from this in large groups. Individuals 
and departments, however, do vary widely. It would be a good thing 
for the principal to talk with the teachers who vary most widely 
from the standards set down by the combined judgment of the rest 
of the school, and try to ascertain the causes for either the poor 
teaching and high standards or good teaching and low standards. 
There should not be such wide variation from teacher to teacher. 

9. Experience in many studies of marking, and in variations in all 
other phases of human abilities, shows that people vary about as the 
" normal curve of distribution." Where a five-step scale is used — 
that is, A, B, C, D, and E — it has been found that under normal cir- 
cumstances about 3 per cent fall into the A group, about 22 per cent 
in the B group, about 50 per cent in the C group, about 22 per cent in 
the D group, and about 3 per cent in the E group. It seems that the 
children in Elyria High School are marked both too high and too 
low. It hardly seems probable that as many as 20 per cent of a class 
would be able to do perfect work; and we fail to see how a teacher 
could rest content with from 20 per cent to 40 per cent of the children 
failing in the work, particularly when a conference hour is provided 
at the close of the day. 



112 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



COST OF INSTRUCTION. 

The cost of instruction in the Elyria High School is well balanced 
in the various departments. Basing the cost of instruction on the 
enrollment in the classes on September 20 (the end of the third week) 
as the number of pupils for whom places are provided, and estimating 
the costs on the basis of 1,000 sixty-minute student hours, we have 
the following costs for the several departments. (For example, if a 
teacher has 40 children in a class for 45 minutes, she has taught 30 
student hours.) 

Cost per 1,000 student hours of the various departments in Elyria High School. 



Commerce $76. 28 

Latin 77. 36 

Agriculture 67. 80 

Mathematics 66. 84 



Modern lan- 
guages $66. 30 

Home economics. 61. 84 
Industrial arts_ 62.60 



History $57. S8 

Natural science- 54. 04 

English 53. 65 

Drawing 48. 75 

Music 38. 34 



It is rather unusual to find in a high school such an even balance 
between the various types of work. The management is highly to be 
commended on its efficiency. 

At the same time the costs in the Elyria High School are also well 
balanced so far as being within the " zone of safety," as Prof. Bob- 
bitt calls it. The costs of various subjects compared with the data 
tabulated by Prof. Bobbitt are shown in the following tables : 

Costs per 1,000 student hours of various subjects in Elyria High School com- 
pared vitli other cities. 



AGRICULTURE. 

De Kalb, 111 $118 

Bonner Springs, Kans 106 

Elyria, Ohio 68 

Maple Lake, Minn 58 

Brazil, Ind 5S 

Russell, Kans 52 

Mount Carroll, 111 44 

Noblesville, Ind 40 

Boonville, Mo 34 

Greensburg, Ind 35 

Washington, Mo 20 



Elgin, 111 127 

Maple Lake, Minn 109 

De Kalb, 111 103 

Mishawaka, Ind 91 

San Antonio, Tex 83 

Greensburg, Ind 82 

Waukegan, 111 79 

Harvey, 111 76 



history — continued. 



Mount Carroll, 111 $73 



71 

63 

02 

59 

58 

58 

54 

53 

Bonner Springs, Kans 52 

Russell, Kans 

Brazil, Ind 

Morgan Park, 111 

Washington, Mo 

Norfolk, Nebr 

Junction City, Kans 



East Chicago, Ind_. 

East Aurora, 111 

South Bend, Ind__. 
Granite City, Ill__. 
Leavenworth, Kans. 

Elyria, Ohio 

Noblesville, Ind 

Boonville, Mo 



COMMERCE. 



Elgin, 111 113 

De Kalb, 111 ]12 

San Antonio, Tex 103 



HIGH SCHOOL. 



113 



Costs per 1,000 student hours of various subjects in ElyHa High School com- 
pared with other cities — Continued. 



commerce — continued. 

Washington, Mo $100 

Mishawaka, Ind 83 

Boonville, Ind 81 

Elyria, Ohio 76 

Waukegan, 111 73 

Noblesville, Ind 72 

East Chicago, Ind 72 

Harvey, Kans 69 

Leavenworth, Kans 60 

Junction City, Kans 54 

Granite City, 111 54 

Bonner Springs, Kans 52 

Aurora, 111 49 

Rockford, 111 49 

Brazil, Ind 47 

Nashville, Tenn 46 

South Bend, Ind 43 

Greensburg, Ind 23 

HOME ECONOMICS. 

De Kalb, 111 174 

San Antonio, Tex 83 

Waukegan, 111 S3 

Greensburg, Ind 81 

Nashville, Tenn 79 

Harvey, 111 77 

South Bend, Ind 72 

Noblesville, Ind 62 

Elyria, Ohio 62 

Mishawaka, Ind 61 

Elgin, 111 : 60 

Rockford, 111 48 

Junction City, Kans 46 

Bonner Springs, Kans 45 

Maple Lake, Minn 41 

East Aurora, Bl 39 

East Chicago, Ind 36 

Russell, Kans 36 

Leavenworth, Kans 35 



Maple Lake, 111 244 

University High, Chicago, 111 174 

Russell, Kans 170 

Elgin, 111 138 

Mishawaka, Ind : 126 

San Antonio, Tex 103 

Harvey, 111 92 

South Bend, Ind 86 

61564°— 18 8 



latin — continued. 



Junction City, Kans. 

Elyria, Ohio 

Leavenworth, Kans_. 

De Kalb, 111 

Washington, Mo 

East Aurora, 111 

Mount Carroll, 111 

Waukegan, 111 

Noblesville, Ind 

Brazil, Ind 

Morgan Park, 111 



$79 



i-i 

68 

64 

62 

61 

61 

54 

53 

Granite City, 111 52 

Rockford, 111 49 

Norfolk, Nebr 4S 

Boonville, Mo 48 

Greensburg, Ind 46 

MATHEMATICS. 

University High, Chicago, 111 169 

Mishawaka, Ind 112 

Elgin, 111 100 

Maple Lake, Minn 100 

Granite City, 111 88 

East Chicago, Ind 82 

De Kalb, 111 74 

San Antonio, Tex 69 

Harvey, 111 69 

Elyria, Ohio 67 

Waukegan, 111 63 

South Bend, Ind 62 

East Aurora, 111 61 

Rockford, 111 59 

Boonville, Ind- : 53 

Brazil, Ind 56 

Leavenworth, Kans 56 

Greensburg, Ind 54 

Morgan Park, 111 : 53 

Noblesville, Ind 52 

Norfolk, Nebr 42 

Washington, Mo , 41 

Bonner Springs, Kans 3S 

Russell, Kans 34 

Junction City, Kans 33 

Mount Carroll, 111 30 



De Kalb, 111 105 

Mishawaka, Ind 95 

East Chicago, Ind 85 



114 



EDUCATIONAL SURVEY OP ELYRIA, OHIO. 



Costs per 1,000 student hours of various subjects in Elyria High School com- 
pared with other cities — Continued. 



English— continued. 

Elgin, 111 $S2 

Harvey, 111 71 

Waukegan, 111 69 

San Antonio, Tex 68 

South Bend, Ind 66 

East Aurora, 111 58 

Boonville, Mo 54 

Elyria, Ohio 54 

Leavenworth, Kans 52 

Rockford, 111 51 

Greensburg, Ind 51 

Noblesville, Ind 50 

Brazil, Ind 49 

Maple Lake, Minn 47 

Morgan Park, 111 44 

Junction City, Kans 43 

Mount Carroll, 111 40 

Granite City, 111 39 

Bonner Springs, Kans 38 

MODERN LANGUAGES. 

San Antonio, Tex 114 

Elgin, 111 109 

Mishawaka, Ind 98 

De Kalb, 111 95 

East Chicago, Ind 82 

Waukegan, 111 81 

Harvey, 111 80 

East Aurora, 111 78 

Noblesville, Ind 68 

Elyria, Ohio 66 

Greensburg, Ind 65 

South Bend, Ind 63 

Rockford, 111 62 

Leavenworth, Kans 61 

Washington, Mo 61 

Brazil, Ind 54 

Junction City, Kans 53 

Boonville, Mo 45 

Bonner Springs, Kans 43 

Norfolk, Nebr 43 

Russell, Kans 42 

Maple Lake, Minn 37 

Granite City, 111 33 

NATURAL SCIENCE. 

De Kalb, 111 140 

University High, Chicago, 111 130 



naturel science — continued. 

Waukegan, 111 $125 

East Chicago, Ind 125 

Harvey, 111 101 

East Aurora, 111 8S 

Elgin, 111 84 

Morgan Park, 111 71 

San Antonio, Tex 68 

Bonner Springs, Kans 65 

Maple Lake, Minn 64 

South Bend, Ind 62 

Mishawaka, Ind 60 

Mount Carroll, 111 60 

Boonville, Mo 58 

Granite City, Ind 56 

Russell. Kans 56 

Elyria, Ohio 5) 

Norfolk, Nebr 54 

Leavenworth, Kans 54 

Brazil, Ind 52 

Rockford, 111 50 

Noblesville, Ind 50 

Greensburg, Ind 49 

Junction City, Kans 34 

Washington, Mo 30 

Russell, Kans 36 

Washington, Mo 34 

Norfolk, Nebr 28 

INDUSTRIAL ARTS. 

Junction City, Kans . 148 

Elgin, 111 139 

Aurora, 111 133 

De Kalb, 111 128 

Waukegan, 111 122 

South Bend, Ind 111 

Boonville, Mo 108 

San Antonio, Tex 103 

Mishawaka, Ind 82 

Russell, Kans 6S 

Noblesville, Ind 67 

Rockford, 111 61 

Elyi-ia, Ohio 63 

Harvey, 111 56 

Leavenworth, Kans 54 

Norfolk, Nebr 48 

Greensburg, Ind 35 

East Chicago, Ind 21 



HIGH SCHOOL. 



115 



A number of factors might combine to determine the costs, the 
.salaries of the teachers, the number of periods taught per day, and 
the size of the sections. Are these well balanced ? 

The teachers do not teach too many hours a week. Prof. Bobbitt 
gives a table showing the median length of the teaching week in the 
various subjects in the schools he studied, together with the quartile 
range. Giving this and comparing the average length of teaching 
week (the median is inaccurate with so few cases) in Elyria High 
School, it is clear that the teachers do not teach too many periods 
as compared with other schools. 1 

Length of teaching week per teacher and subject, Elyria and others. 







Med. 60 








minute 








hours 




Subjects. 


Zone of 

safety. 


per 

teacher 

per week 

in other 

cities. 


In 

Elyria. 




28-23 

28-23 


25.4 
24.1 


18.58 




22.50 




27-23 

26-20 
26-22 
26-21 
26-20 


24.1 
23.3 
23.3 
23.2 
23.2 


30.00 


English 


18.58 




18.58 




18.58 


Modern languages 


18.58 




26-21 




30.00 




26-20 
25-22 


23.0 
22.5 


18.58 




25.50 







In all but commerce, shopwork, and science the teachers in Elyria 
High School are well below the median and below the zone of safety. 
This would increase costs, not lower them. 

Nor are the sections especially large. The median section for the 
school is 21 pupils. The entire distribution of sections is given in the 
following table: 

Size of sections in Elyria High School. 





Students. 


Subjects. 


Median 
num- 
bers. 


1-4 


5-9 


10-14 


15-19 


20-24 


25-29 


30-34 


40 




24 

14 

17 

24 

26 

15 

20 

24 

26 

41.5 

21 

16 










4 


1 
1 












4 


1 
2 
1 


1 












EnJish 






8 
6 


9 
6 


2 
3 
















2 


1 


5 

1 


11 
3 
2 






7 
9 
2 


1 

4 












3 
2 


















4 










3 
4 


3 














2 




















Total 


21 


2 


1 


15 


27 


45 


25 


11 









1 The School Review, Oct., 1915. 



116 



EDUCATIONAL SURVEY OP ELYRIA, OHIO. 



Size of sections in Elyria High School compared ivith upper and lower quar- 
tUes of a number of other cities (Babbitt). 




Elyria. 


Other cities. 


Subjects. 


Median. 


Upper 
quartile. 


Median. 


LoTrer 
quartile. 




41.5 

24 
24 
26 
21 
24 
14 
17 
26 
20 
15 
16 


88 
24 
24 
23 
22 
25 
23 
24 
20 
19 
23 
18 


58 
22 
21 
21 
20 
19 
29 
18 
17 
17 
17 
14 


42 




20 




18 




17 




16 




18 




15 




14 




15 


Latin 


14 




13 




12 







Elyria is clearly at about the central tendency of the cities studied 
by Babbitt. The expenses of instruction are well distributed from 
department to department. It is at about the median. 

The salary of the principal. — The latest available compilation of 
statistics of salaries of high-school principals is for the year 1913-14. 
At that time the principal of the Elyria High School received $1,600, 
which was $100 less than the median and $73 less than the average 
paid to high-school principals in the cities of the country whose 
population was between 10,000 and 25,000. 

The Elyria principal now receives $1,700, exactly the median sal- 
ary in 1913-14. Since that time, however, salaries have increased 
throughout the country, and undoubtedly the median salary is still 
greater than that of the Elyria school. A reasonable increase should 
be granted to him. The following table shows the salaries of 223 
high-school principals: 

Salaries of high-school principals in cities of 10,000 to 25,000 population in 

1913-14. 



$3, 500 

3, 000 

2, 900 

2, 800 

2, 700 

2, 600 

2, 500 


Principals 
receiving. 

1 

1 

1 

2 

3 

2 

7 

6 

,$1,700; aver 


$2, 300 

2, 200 

2, 100 

2, 000 

1, 900 

1, 800 

1, 700 


Principals 
receiving. 

4 

13 

6 

20 

9 

30 

16 


Principals 
receiving. 

$1, 500 31 

1,400 19 

1,300 16 

1,200 10 

1,100 6 

900 2 


2, 400 

Median 


1,600 20 

age, $1,673. Atthattim 

TEACHERS. 


e Elyria paid $1,600. 



The salaries of the teachers in the high school at Elyria are sur- 
prisingly low. The median salary is $1,000, or $100 more than it 
was in 1912-13. The distribution of salaries of 23 teachers employed 
in the fall of 1916-17 was as follows: 



Salaries of teachers, 1916-17. 



$1,350. 

1.250. 
1,200. 
1,150. 
1,100. 
1,050. 



Teachers. 

4 

2 

1 

2 

1 

1 



$1,000. 
950. 
900. 
850. 
800. 
750. 



Teacliers. 

5 

1 

1 



HIGH SCHOOL. 



117 



Kearney, N. J $1, 000 

Kenosha, Wis 1, 000 

Morristown, N. J 1, 000 

in Arbor, Mich 1, 000 



Comparing the median salary in Elyria with the median salary of 

certain other cities of about the same size (reducing the median to 

conform to similarity of dates) we have the following: 

Median salaries of high-schoool teachers in certam cities. 

Alameda, Cal $1, 440 

Plainfield, N. J 1, 300 

Norwood, Ohio 1, 300 

Fresno, Cal 1, 300 

Boise, Idaho 1, 300 

West Chester, Pa 1, 200 

Wilkinsburg, Pa 1, 200 

Haokensack, N. J 1, 150 

Gary, Ind 1, 100 

Trinidad, Colo . 1, 100 

Port Chester, N. Y 1, 100 

Sioux Palls, N. Dak 1, 100 

Everett, Wash 1, 080 

Belleville, 111 1, 000 

Dunkirk, N. J 1, 000 

Under ordinary circumstances, with such a low price paid for 
teaching, one would naturally expect to find marked deficiencies in 
other lines, such as very young teachers, teachers without experience, 
poorly trained teachers, etc. But this is not the case. 

1. The teachers of Elyria High School are exceptionally well 
trained. The median teacher has had a four-year college course; 
three have done graduate work ; while only seven have had less than a 
complete college course. 

Years of training beyond elementary school, Elyria high-school teachers. 



Moline, 111 

Adrian, Mich 

Muncie, Ind 

Leavenworth, Kans 
East Chicago, Ind- 

Elvria, Ohio 

Fargo, N. Dak . 

Sandusky, Ohio 

Burlington, Iowa 

Owensboro, Ky 



nr.i» 

950 
935 
900 

900 
900 
900 
875 
sr,5 
855 





Teachers. 


Teachers. 




._ _ 1 


7 years 2 

6i years 1 


8f years 


1 


8§ years 


1 


5| years 1 



5 years. 



8 years 13 

2. The teachers of Elyria High School have had successful experi- 
ence in high-school work. The teaching done and the amount of each 
kind is given in the following table, in months: 

Experience of Elyria High School teachers. 



No. 


Total 
teaching 
experience. 


In present 
place. 


In high school. 


In elementary school. 


City. 


Rural. 


City. 


Rural. 




Months. 
360 
306 
232 
171 
140 
132 
114 
111 
100 
88 
87 
80 
78 
72 
63 
54 
54 
43 
18 
18 
18 
18 


Months. 
126 
198 
212 
36 
140 
45 
105 
70 
36 
77 
36 
27 

54 
45 
54 
18 
43 
18 
18 
9 



Months. 
153 
198 
212 

36 
140 

45 
105 

70 
100 

77 

80 

64 
63 
54 
36 
43 
18 
18 
9 



Months. 


Months. 
207 


Months. 




99 




3 








108 






5 








27 






7 


9 






32 










10 t ...... 


9 




2 






51 


12 ,.. 












20 


58 


























18 






18 






























22 




9 


9 









118 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

The median teacher of the Elyria High School has had a total 
experience of 80 months, 43 months of which have been spent in the 
present place. All but 3 have had experience in high-school -work 
previous to the present year, and only 1 has had less than two 
years' experience previous to the present year. 

3. The teachers of Elyria High School are a mature group of 
teachers. Their ages are as follows: 

Ages of teachers in Elyria High School. 



Teachers. Teachers. 

45-^9 1 

50-54 1 

55-59 1 

60-64 1 



Under 25 2 

25-29 6 

30-34 7 

35-39 3 

40-44 1 

4. The teachers of Elyria High School have had considerable work 
in education. The amount of work which each had done in education 
and psychology, computed to a common standard, the semester-hour 
basis, is shown in the following : 

Professional study by teachers. 

Semester hours in education: Teachers. 

7 

5-10 3 

10-15 2 

15-20 4 

20-25 _, 3 

25 and over 3 

Considering that the teachers of the Elyria High School are well 
educated, have had successful experience, are mature, and have had 
training in psychology and education, it is surprising that they are 
not better paid. The explanation lies in the fact that the great ma- 
jority of them previously lived in Elyria or the vicinity, and that the 
opportunity to teach at home among familiar surroundings and 
friends outweighs the higher salaries that would be paid elsewhere. 
Only a few of the teachers have any appreciable income outside of 
school work, but the fact that a good many live at home with their 
parents in effect increases their salaries a little. Eleven of the teach- 
ers are graduates of the Elyria High School itself, seven from high 
schools in northern Ohio, and only five from other places. Nearly 
every teacher in the school secured his place through the personal 
knowledge of the former superintendent, showing that the school 
was not bidding for teachers in the open market. 

The teachers take an active part in the work of the community, 
only six not working either in the clubs, Sunday schools, Young 



HIGH SCHOOL. 



119 



Men's Christian Association, or Young Women's Christian Asso- 
ciation. 

One noticeable feature of the attitude of the teachers is their lack 
of attendance upon summer schools. This is not so necessary as it 
might be if they were not so well trained, but the fact remains that 
15 of the teachers have not been to a summer school since gradua- 
tion from college. The salaries paid, of course, do not warrant 
much expense for study during vacations. 

1: We recommend that the salaries of the teachers of Elyria High 
School be increased to meet the demands on the outside. Ten teach- 
ers have been drawn away from Elyria by Cleveland and other 
cities during the past 10 years. 

2. We also recommend that efforts of teachers to increase their 
worth to the schools of Elyria by study at summer schools and in 
other ways be given proper recognition. 



POSSIBLE ECONOMIES. 



In addition to the plans previously mentioned, there are at least 
three ways in which the Elyria High School may economize the time 
of the pupils who enter its doors. It is not peculiar to Elyria that 
boys and girls are entering professional life at a later age than boys 
and girls in other countries. Twenty-five per cent of the present 
senior class were 19 or older last June. The following " age-grade " 
table shows the maturity of the student body. 

Ages and grades of pupils in Elyria High School. 



Grades. 


Ages. 


13 


14 


15 


16 


17 


18 


19 


20 


21 




7 


49 
10 


59 
48 
11 


37 
79 

7 


9 
34 
43 
29 


2 
7 
30 
24 










2 

8 
17 


1 
















2 


9 













Anything which will enable the boys and girls to finish school at an 
earlier age, or to complete more of the course before they are forced 
to stop school, would be a good thing. Three measures may be more 
or less completely adopted to further this purpose: (1) The school 
might continue for a longer time each year; (2) the pupils in certain 
cases might be allowed to carry more work; and (3) a closer relation- 
ship might be made with the elementary school whereby the break 
between the two institutions would be lessened, so that the boys and 
girls might get an earlier start in the high school. 

(1) Increasing the time given to school work. — The Elyria High 
School has a term of 38 weeks, an unusually long term. Many other 
schools in the North Central Association run but 35 or 36 weeks, and 



120 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



still receive the same credit for a year's work. If Elyria High School 
were to institute a summer term of nine weeks, and add to that two 
or three weeks of the winter term, a summer course completing from 
one-fourth to one-half of a year's work might be offered. If a student 
were to take one-third of a year's work every summer, the course cou Id 
be completed in three years, a saving of an entire year. If com- 
pulsory military training is adopted by this country some such plan 
as this will be needed to make up the time to be lost in that way. 
This, of course, will increase the total expense for salaries, but it will 
be making a better use of the school plant. In time some such plan 
as this should be adopted. 

{2) Allowing certain pupils to carry more work. — Individuals dif- 
fer widely. On the race track we expect certain boys to run much 
faster than others, in the declamation contest we are not surprised at 
inequalities in ability, but in high school we usually insist that every 
boy and every girl carry four subjects, no matter whether he or she 
is bright or dull. It is well known to anyone who has made any 
psychological study of variations in ability that it is quite as easy for 
certain children to carry five subjects as it is for certain others to 
carry three. There is no good reason why the bright, healthy children 
should not be permitted to carry five subjects and graduate in three 
years. 

At present in the Elyria High School relatively few are carrying 
more or less than the normal amount. The following table gives the 
conditions on February 15, 1917: 

Number of pupils in Elyria High School carrying 2, 3, Jf, and 5 courses. 





Two 
c >urse; . 


Three 
courses. 


Four 
courses. 


Five 
courses. 






13 

2 1.5 

1 5 


161 
170 
lOo 
72 


2 






13 






11 




32 









1 From delinquent school. 

* Six taking music outside. 

» Doing office work outside; need but two units to graduate. 

< Taking music outside. 

Most of the pupils carrying less than four courses are carrying 
music in addition. Those from the delinquent school are carrying 
but three. In the same fashion, why should not the exceptionally 
able, coming from the elementary school, be allowed to elect an 
extra subject, or rather be encouraged to elect it. It would make 
for earlier graduation. It would save a year for many. 

(3 ) A better organization of the program of studies. — At present 
the elementary schools and the high school at Elyria are almost com- 
pletely separate. In the grade schools the children sit in one room; 



HIGH SCHOOL. 121 

in the high school they move about; in the grade schools they have 
but one teacher except in manual training and mathematics; in the 
high school they have many. In the elementary school the same 
subjects are studied throughout most of the course; in the high 
school new ones are taken up with relative frequency. One of the 
large elementary schools is on the same plat of ground as the high 
school, yet the two are in no way connected. Few high-school teach- 
ers have seen an elementary-school class taught since they left the 
eighth grade. Few elementary-school teachers have seen a high- 
school class taught since they themselves were in the high school. 
Not a single reference was made in any first-year high-school class 
that was visited to any elementary school work that might have gone 
before. The high-school teachers were quite as unfamiliar with any 
of the details of the eighth grade work as the eighth grade teachers 
were of the high-school work. One teacher appointed in February 
had a little work in both schools ; a few of the manual training classes 
are held in the high school. These are the only connections. 

No argument is needed to prove the inefficiency of this organiza- 
tion, the result of accidental combinations of differing types of 
schools in our educational system. There is no psychological, socio- 
logical, or practical reason why "elementary-school work" should 
continue for eight years and then suddenly give way to " high-school 
work." There is no valid reason for a break between the two. Va- 
rious attempts are being made all over the United States to remedy 
this evil, which, of course, is not peculiar to Elyria. Many element- 
ary schools have introduced departmental work in the upper grades, 
allowing for greater specialization of the teaching force, with the 
consequent increase in efficiency, striving to make the elementary 
school more like the high school. Other cities have tried to make 
the first year of the high school more like the elementary school, giv- 
ing one or two teachers entire charge of a section. Some cities pro- 
mote the eighth-grade teacher with the class, making her a section 
teacher of the new first-year high-school class, and having her con- 
tinue the Latin and algebra which she started the year before. In 
this way all the eighth and ninth grade teachers teach one grade or 
the other every two years. 

Without doubt the most successful solution of the difficulty has 
been in the introduction of the junior high school. This movement 
has been viewed as an unwarranted extension of the high school 
downward. In reality it is fully as much an extension of the ele- 
mentary school upward. The elementary school and the high school 
were all right so long as one was for the training of followers and 
the other for the training of leaders. But the spirit of democracy 
has grown, and the high school has changed from a preparatory 
school to a real college of the people, beyond which not more than 4 



122 EDUCATIONAL SURVEY OF ELYRIA,, OHIO. 

per cent of the people go. More than 50 per cent of those who enter 
it leave before the close of the second year. A change, therefore, is 
urgently needed which will wipe out the line of demarcation between 
the elementary and the high school. For the commercial curriculum 
does not really start any commercial work until the second high- 
school year. Yet, as Van Denburg in his study of the New York 
high schools has showed, pupils leave in great numbers to enter 
business before the close of the first high-school year. For the col- 
lege preparatory group, the four years of training are not sufficient ; 
nor do we see the like of it in any other great country. German boys 
start Latin in the class corresponding to our fourth grade, and a 
similar condition prevails in France. 

In view of the foregoing facts it is recommended that Elyria adopt 
the six-three-three plan of organization for its schools. In this plan 
the first six grades become the elementary school ; the seventh, eighth, 
and ninth grades become the junior high school; and the tenth, elev- 
enth, and twelfth grades the senior high school. 

It has been said that it is the function of the first five or six years 
of school to impart the tools and basal concepts of education by 
means of interesting subject matter, and that it is the function of the 
upper grades and the high schoo] to impart interesting subject mat- 
ter by means of the tools and basal concepts learned in the earlier 
grades. This shift in emphasis forms the logical transition from the 
elementary school to the junior high school. 

Impress upon the teacher the fact that pupils are leaving school. 
One great advantage of the junior high-school idea is that there is 
a " graduation " at the close of the ninth grade, and the teachers do 
not count on three years' additional work for every child. Yet in 
the usual high school, the program of studies and the ideas of the 
teachers are often based upon the thought that all children are going 
to graduate. 

One additional consideration. A survey need not confine itself 
to suggestions which are immediately practical. The one which fol- 
lows is one which the administrators of the high school should weigh 
with exceeding care, considering its possible advantages and disad- 
vantages. The suggestion is that at least a part of the Elyria High 
School be organized on a part-time plan like that of Fitchburg, 
Mass., and the University of Cincinnati. A number of considera- 
tions lead to this suggestion. A great number of the pupils are 
leaving school before graduation. Much of the so-called vocational 
work, particularly agriculture, is without point unless it is con- 
nected with the actual operation of such work out in the world. The 
great majority of the boys and many of the girls are engaged in 
gainful occupations during the summer and on Saturdays and before 



HIGH SCHOOL. 



123 



and after school. If the " alternation plan " were adopted of oper- 
ating the school in groups, one group to be at work in the industry 
or on the farm or in the home, and another group to be in school, 
the groups exchanging places every week or every two weeks, prac- 
tical experience in the work would be had, the school work would 
have more point, and many pupils otherwise unable to remain in 
school would be enabled to do so. 

The children at Elyria are already engaged in gainful occupations. 
The pupils were asked the following questions: How much did you 
make at work last summer? What was the work? How much do 
you make out of school hours and on Saturdays? What is the work? 
The results are given in the following tables : 

Money earned by high-school boys. 



Nonresi- 
dent pupils 

who 
earned the 
amounts 
stated in 
column 3. 


Resident 
pupils who 
earned the 
amounts 
stated in 
column 3. 


Amounts 

earned 

during 

summer 

vacation, 

1916. 


Nonresi- 
dent pupils 

who 
earned the 
amounts 
stated in 
column 6. 


Resident 
pupils who 
earned the 
amounts 
stated in 
column 6. 


Earnings per 
week durmg 
school term. 


1 


2 


3 


4 


5 


6 


5 
5 
9 
12 
6 
8 
6 
5 
6 
2 
8 


,14 
' 9 
24 
16 
- 6 
5 
11 

15 
8 

25 
2 
7 
7 
7 
9 
2 
2 
2 
2 
7 



$0-S10 
11- 20 
21- 30 
31- 40 
41- 50 
51- 60 
61- 70 
71- 80 
81- 90 
91-100 
101-110 
111-120 
121-130 
131-140 
141-150 
151-160 
161-170 
171-180 
181-190 
191-200 


40 
1 
7 
5 

10 
1 
5 
1 
1 
1 
1 
1 
1 


84 
3 
10 
16 
25 
10 
15 
4 
9 
3 
11 
1 
4 
1 



$0. 01-S0. 50 
. 51- 1. 00 
1. 01- 1. 50 
1. 51- 2. 00 
2. 01- 2. 50 
2.51- 3.00 
3. 01- 3. 50 
3. 51- 4. 00 
4.01- 4.50 
4. 51- 5. 00 
5. 01- 5. 50 
5. 51- 6. 00 
6. 01- 6. 50 














1 
2 

1 


7. 01- 7. 50 
10.00 
13.00 
















2 
2 




;oard. 
ndennite. 













124 



EDUCATIONAL SUBVEY OF ELYBIA, OHIO. 



Profitable occupations of high-school toys. 



Occupation m which 
money was earned. 



Nonresident pupils 
who earned 
money— 



During 

summer 

vacation, 

1916. 



During 
school 
term. 



Resident pupils 
who earned 
money— 



During 
summer 

vacation, 
1916. 



During 
school 
term. 



Clerking in store 

Office work 

Farm and garden 

Factory 

Odd johs 

Chauffeur and garage... 

Driving truck 

Plumbing 

Shopwork 

Carpentry 

Music 

Theatrical work 

Caddying. 

Setting ten pins 

Delivering 

Minor sales 

Waiting and harbering. 

Printing 

Electric work 

Library 

Drafting 



Money earned by high-school girls. 



Nonresi- 
dent pupils 

who 
earned the 
amounts 
stated in 
column 3. 


Resident 
pupils who 
earned the 
amounts 
stated in 
column 3. 


Amounts 

earned 

during 

summer 

vacation,1916. 


Nonresi- 
dent pupils 

who 
earned the 
amounts 
stated in 
column 6. 


Resident 
pupils who 
earned the 
amounts 
stated in 
column 6. 


Earnings 

per week 

during 

school 

term. 


1 


2 


3 


4 


5 


6 


37 
29 
12 
11 

1 



1 
5 



127 
44 
17 
11 
2 
2 
2 

2 

1 




$1-$10 
11- 20 
21- 30 
31- 40 
41- 50 
51- 60 
61- 70 
71- 80 

Indefinite. 

Premiums. 
Board. 


76 
7 
2 
1 
2 

2 
1 





1 


161 
13 

18 

2 
5 
1 
1 
1 

1 
12 




$0. 01-$0. 50 
.51- 1.00 
1.01- 1.50 
1.51- 2.00 
2.01- 2.50 
2. 51- 3. 00 
3.01- 3.50 
3.51- 4.00 
4. 01- 4. 50 
4.51- 5.00 
Indefinite. 
Board. 









HIGH SCHOOL. 

Profitable occupations of high-school girls. 



125 



Occupations in which 
money was earned. 



Housework 

Clerking 

Office work 

Nursing 

Farm and garden 

Factory work 

Baking and candy mak- 
ing 

Selling small articles . . . 

Theatrical work 

En^ds 

Giving lessons (music or 
dancing) 

Garage 

Literary work 



Nonresident pupils 

who earned 

money— 



During 
summer 



'tion, 
1916. 



During 
school 
term. 



Resident pupils 

who earned 

money— 



During 
summer 
vaca- 
tion, 



During 
School 
term. 



It is clear that a large number of lines of work are already repre- 
sented in this high school. The boys particularly are already at 
work, and many of them are engaged in work which renders consid- 
erable return for the effort. It is certainly true that the rapidly 
growing industries of Elyria and the vicinity are drawing boys 
away from school. A combination plan whereby boys could be al- 
lowed to alternate between work and school would tend to keep 
boys in school, would help them to earn their way, and at the same 
time would tend to make the school work of a practical nature that 
no other plan would secure. 

This plan has been successful in other cities. It is doubtful if the 
work in industrial arts or agriculture will ever amount to what it 
should until some plan something like this is adopted. 



SUGGESTIONS. 

(1) That a curriculum better adapted to the needs of prospective 
teachers be devised upon consultation with the normal school 
authorities. 

(2) That a curriculum in arts and crafts be devised. 

(3) That every effort be made to put more vital work in the 
earlier years, particularly in the commercial and agricultural de- 
partments. 

(4) That the three science laboratories be repaired and made more 
suitable for their work. 

(5) That more work in hygiene and health be given. 

(6) That science work, especially physics and chemistry be better 
adapted to the needs of farmers, industrial workers, and housewives. 

(7) That four years of one modern language be offered. 



126 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

(8) That every Latin class be also a class in English. 

(9) That the pupils who are not doing well be encouraged to drop 
Latin and algebra early in the course. 

(10) That instruction in "oral English composition" be extended 
in a measure to all the exercises of the school ; that frequent compari- 
sons be made between the classics, and greater emphasis be laid upon 
the reasons for reading particular books ; that more interesting stories 
be selected for beginners; that better application be made of gram- 
mar and rhetoric. 

(11) That algebra be postponed to the second year. 

(12) That the hard and fast system of assigning lessons bo 
abolished. 

(13) That experiments in supervised study be tried. 

(14) That some part-time classes be introduced. 



Chapter VI 

INSTRUCTION IN PRIMARY GRADES. 



READING. 



Failures in reading. — Twenty-one per cent of the children in the 
first grade in the Elyria schools failed in reading at the mid-year 
promotions in 1917. Ten per cent failed in the second grade, 5 per 
cent in the third grade, and only 1 per cent in the fourth grade. Com- 
parison of this record with that of Cleveland for June, 1914, shows 
that the first-grade failure in Cleveland was 15 per cent as against 
21 per cent in Elyria; the second grade 10 per cent in both cities; 
and the third grade 6 per cent as compared with 5 for Elyria; and 
in the fourth grade 4J per cent for Cleveland, and 1 per cent for 
Elyria. Cleveland has a lower rate of failure in first grade by 6 per 
cent than Elyria, but in the next three grades — second, third, and 
fourth — the Cleveland failures are 6 per cent greater than in Elyria. 
Cleveland's curve of failure in reading is lower than Elyria's in the 
first grade, but still maintains a high per cent, while it follows the 
same general direction through all the grades. Elyria has a decided 
gain on Cleveland in the middle grades, and it was demonstrated re- 
peatedly in the reading classes observed in Elyria that the children 
in the middle grades read with fluency and accuracy. 

A full discussion of the probable causes which lead to the high 
percentage of failures in the first grade and the reasons for the 
wide variation in proficiency in reading between the first and the 
middle grades will be given in the following pages. 

First grade. — Many influences work together to deter the progress 
of first-grade children. For the first months they must adjust 
themselves to new conditions and adapt themselves to a new environ- 
ment. The language of the schoolroom is very different, even for 
American-born children, from that of the home. The arbitrary 
symbol in reading, as the sign of the spoken word, requires in itself 
a remarkable adjustment. The child has known language through 
the ear and voice, and now it becomes a thing of sight. He sees 
language and is expected to translate the symbols quickly and ac- 
curately into the spoken word with which he is already familiar. 
This fundamental principle of learning to read is too often made 
more difficult for him than it need be. He comes equipped with a 

127 



128 



EDUCATIONAL STTBVEY OF ELYRIA, OHIO. 




Diagram 1. — Per cent of failures in reading in Elyria at mid-year promotions, January, 
1917, compared with Cleveland for June, 1914. Elyria, solid line ; Cleveland, dotted 
line. 



INSTRUCTION IN PE1MAEY GBAD'ES. 129 

large vocabulary of spoken words. He knows their meaning. He 
can use them at will to express his thoughts on many subjects. These 
thoughts and words are too often ignored in the early lessons in 
reading, especially with children who speak a foreign language at 
home. New matter and the strange symbols confuse him, and fre- 
quently after five months of struggle to meet this requirement he 
fails. 

Requirement in first grade. — That the requirement for first-grade 
reading is much too large is fully demonstrated by the number of 
failures in all the first grades throughout the city. There needs to 
be a quickened conscience among the teaching force in regard to 
failures in their classes, and greater use should be made of the half- 
hour period at noon designed for the special help of backward 
children. 

Method in -first grade. — The method used in the beginning classes 
lacks the element of adaptability and elasticity. Children are held 
too long on one unit of work before they proceed to new matter. 
No provision is made within the method used for either the advanced 
or the backward child. 

Observation in first grade. — The first grades throughout the city 
were beginning a new term and the method was the same in all 
reading classes observed. A rhyme was written on the blackboard 
and the pupils went over the words with the teacher until they were 
familiar with them. Then individual words were emphasized until 
the children were able to recognize them out of their setting in the 
rhyme. Sometimes this analysis of the sentences into word unite 
became monotonous and tiresome, for the children were held on one 
rhyme until all the words in it were mastered. In one first-grade 
room there were 18 children, 10 of whom were repeaters, and as they 
had already spent five months on the same rhymes the repetition of 
the process must have been most discouraging. Some individual 
teachers made an attempt to vary the exercises by singing the rhyme, 
or by playing a game with bean bags and keeping time with the 
tossing of the bags back and forth as the children chanted the rhyme. 
This diversion added a fictitious interest to the exercise but did not 
seem to promote the real object of the lesson, that of functioning 
words. 

PHONICS. 

Mechanical difficulties in reading. — It is evident, both from obser- 
vation and from statistics, that the work in phonics in most schools 
is desultory and does not carry over into the reading and spelling 
lessons as it should. The time allotment in phonics in Elyria and 
in 15 other cities shows that Elyria is no exception to the rule. 
61564°— 18 9 



130 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



Fifty minutes per week in the first three grades are devoted to 
phonics in the Elyria schools according to the daily program in 
those grades. Ten minutes a day, extending over three years of 
school time, mean a long-drawn-out study of a subject that needs 
to be emphasized only during the first jeav of school. 1 It could be 
virtually mastered in two or three months. In all his vocabulary 
the child uses but 45 sounds, and he needs to learn but 36 letters 
and letter combinations to represent them. It would seem an easy 
matter to analyze his spoken words into the 45 fundamentals and 
then teach him to recognize the symbols which represent them. If 
this could be done during the first few months of school, it would 
give the child' a mastery of the technique of reading and greatly 
reduce the percentage of failures in reading in the first grade. 

Time allotment for plwnics in Elyria and in 15 other cities. 



Cra-lo.s. 


Minutes per week. 


Per cent of grade time. 


Elyria. 


Fifteen 
cities. 


Elyria. 


Fifteen 
cities. 


x 


50 
50 
50 


102.50 
SI. 72 
50.25 


3.9 
3.9 
3.9 


6.8 
5.4 
3.3 


2 


3.... 





The time allotment from 15 other cities compared with that of 
Elyria indicates that this plan has been carried out in some schoois. 
The 15 cities tabulated in the table above show an average of 105.5 
minutes a week devoted to phonics in the first grade, as against 50 
minutes in Elyria, 81 minutes in the second grade for 50 in Elyria, 
and the same allotment in both cases for the third grade. 

The apportionment which these cities make through the three 
grades seems an equitable distribution of time for phonics. It 
shows a high appreciation of the importance of phonics as a subject 
for study in primary education. 

Phonics, or word drills. — Unfortunately, not even the 10 minutes' 
allotment for phonics per day in Elyria is absolute, for the daily 
programs give a double assignment to this period which is listed as 
c ' phonics, or word drills," in all programs examined except one. 
The choice lies with the teacher; she can teach either subject during 
this period, and as the " word drill " is more closely related to the 
reading lesson than the " phonic drill " she often emphasizes the 
former at the expense of the latter. 

Observation of a phonic lesson in first grade. — Drill cards were 
used in a first-grade phonic lesson observed. They were presented 

1 The data in this section are not calculated on the same basis as the data given in 
the section on instruction in the intermediate and grammar grades. 



INSTRUCTION IN PRIMARY GRADES. 131 

nt random as far as the sounds of the letters were concerned. The 
drills consisted of initial consonant sounds in blend with the letters 
r, h, I, etc. — pr, tr, fr, sh, th, and ol, combined with the endings 
ad, ee, y, ay, over, and ound, to form the words pray, tree, fry, shad, 
rover, round, etc. 

This exercise, like many of the phonic drills observed, was a drill 
on the quick recognition of the symbol by sight and the pronuncia- 
tion of its corresponding sound. There was no training of the ear 
to the quick recognition of sound apart from its association with the 
visible symbol, a type of training which is much needed by these 
children and is greatly neglected in all grades. No observation was 
made of a development lesson in which the sound of any letter was 
first presented to the class. 

In general all lessons in phonics that were observed were used as 
sight drills rather than sound drills. It is suggested that the symbol 
be used only occasionally until the children become expert in disco 1 . 
ering sound units in the words they use ordinarily in conversation 
in the schoolroom. The work from charts and cards is apt to be- 
come perfunctory and to lose all spontaneity. It is suggested that the 
teacher originate and prepare new matter and new methods for these 
lessons. 

Tests for reading vocabulary. — The Haggarty Scale for Reading 
Vocabulary was used in the first three grades in selected schools to 
determine the child's proficiency in pronouncing words. The test 
consists of lists of words, 25 phonetic and 25 sight words selected from 
the Jones list, and printed on small cards in columns arranged in 
groups of 5 according to a scale of increasing difficulty. The first 
group of words is numbered 50, and the lis* consists of the words 
would, out, tit, that, and fox; line 60, following line 50, is 10 points 
more difficult than the preceding line and consists of the words ring, 
cut, time, seed, more; this is followed by lines 80, 100, and 120, of five 
words each, the points of difficulty being indicated by the number of 
the line. 

Each child was tested alone and by the same person. A card was 
handed to him and he was told to read the list of words it contained ; 
if he hesitated, he was told to pass on to the next word. The child 
was not marked in percentages on this test, but a careful record was 
kept of his reaction on each word ; a space left if he pronounced the 
word correctly, a zero if he made no attempt, and the word he sub- 
stituted for the correct word was written in the space reserved for the 
record of his score in the test. 



132 



EDUCATIONAL SURVEY OF ELYRIA. OHIO. 



The Hagcaety Test fob Reading Vocabulaby in Primary Grades. 
CHAR T I. Class 1-A, in school Ave months. PHONETIC WORDS. 





B 

6 


2 
G 

6 


3 
G 
6 





4 
B 
6 

wald . . 


5 
G 

6 


6 
B 

7 


7 
G 

6 


8 
B 
6 

ode 






9 
G 
6 

wind.. 
but. .. 
bit.... 


10 




G 




6 


Line 50. 


























ball... 






bite. 














this... 



















Line GO. 













couit... 


ray 

fray... 

t-iy.... 






rocks 

cat 






rine... 



6' 





fall.... 

hote... 

dog... 





snug .. 

slopy.. 













cat 

feed... 


















feed.. 




sing.. 







big... 




















6" 








mow.. 
old.... 









Line 80. 







some 



feed 

bote 

dige 

sleed 


meadow 







ring 










pav . . . 
fade. . . 







feed... 



dog. .. 







slopy.. 


lake. 





feel 


feed... 




feed. 






big... 





bote... 


toe 

pie — 
slee. .. 

tie 

they. . 
they. . 

some., 
slow . . 
run... 

lav 

cull... 




dite... 







ramen. 






Lire 100. 

die.. 


pig. 




slight . 











slid... 
snake . 



























Line ISO. 







slopy. 






" 







6 









Influence of phonetic training shown in this test. — Chart I is the 
record of the children of a 1-A class in beginning reading who have 
been in school five months, as tested by the Haggarty Scale for Read- 
ing Vocabulary. It throws an interesting light on the influence which 
phonetic training has on the ability of children to pronounce words. 
The pupils are numbered on the upper line and on the next two lines 
below a record of their sex and age is given. The list of test words 
is given at the left of the chart in a vertical line and each child's re- 
action is recorded in the spaces at the right of the word lists. 

An individual pupil's record is read down the column and each 
child's attempt on a certain word is found by reading across the chart 
from left to right. Of the 250 trials on this list of phonetic words 
in this class of pupils 190 were missed, and of these 144 were at- 
tempted. Nearly all these attempts show a decided phonetic in- 
fluence. They show, also, for this class, at least, a state of mind that 
is " confusion worse confounded." The word " dig," for instance, has 
1 correct pronunciation out of 10 trials and 9 attempts, in this 
order — big, big, big, pig, dite, dog, dige, dog, pig. The consonant 
difficulty here is strikingly apparent. Five substitutions for the letter 
d occur, the letter b three times, and the letter p twice. The vowel 
difficulty occurs four times, long i confused with short i twice, and 



INSTRUCTION IN PRIMARY GRADES. 



133 



"with sliort o twice. One little girl, 6 years old, whose record is re- 
corded as No. 5, attempted every word in the list of 25 with 1 cor- 
rect pronunciation and 24 incorrect. Her difficulty is evidently with 
vowels, for she gives the initial consonant sound correctly 13 times 
out of 24 and the vowel sound only 4 times accurately. Her other 
attempts are far afield and they show no phonetic influence. 

The Haggabty Test eoe Reading Vocabulary in Pbimaey Geades. 
CHART II. Class 3-A, in school two years. PHONETIC WORDS. 



Pu ils 


1 

G 
9 


2 


3 


4 
G 

9 


5 
B 

world. 


B 


7 
B 

8 


8 
G 

7 


B 
9 


10 


Sex 


B. B 
8 I 9 


B 




10 


Line 50. 










































pit. 








































Line 60. 




























... 1 




















| 


















said.. J L ...".... 
































Line 80. 


































































feel 


























hit 
















hut. 


Line 100. 




















dog. 










slid... 













































































Line 120. 


nag . . . 


















sang. 










. 






























la?e 










































1 



















Chart II shows the results of tests in a 3-B class who had been in 
school two years. The same words were given to the same number 
of children and under the same conditions as before. Of the 36 
words missed in 250 trials, 32 were attempted. Many of the attempts 
indicate that phonetic analysis had not been utilized, but that the 
flash-card method had been adopted. Many show the influence of 
phonetic drills, however ; the word " sang " occurs three times as a 
substitute for snag, ring twice for rang, slid for sled, and hit, hoot, 
hote, and hut for hot. Nearly all these substitutions show a vowel 
difficulty which should not trouble children entering the third grade. 
A suggestion for a more suggestive and incisive treatment of phonet- 
ics has already been made, and may well be repeated here- 

Value of reading vocabulary tests. — These charts in the hands of 
the teachers of these children should prove to be most illuminating 



134 



EDUCATIONAL S LEVEY OF ELYRIA, OHIO. 



and suggestive. Here is an opportunity for the teacher to put her 
hand on the weak spot in reading vocabulary for every member of 
her class. One child needs drills on the vowel sounds, another on 
the consonants. When a child has formed the habit of guessing art 
words, like number 5, in Chart I, and is unconscious of making 
24 errors in 25 attempts, a special analysis of words into sounds and 
symbols is needed to create a consciousness of sound values in the 
child's mind. 

Rates of progress and the evidence of new difficulties will be 
revealed if tests of this kind are given frequently. Comparisons of 
proficiency of pupils in other school buildings of the same grade will 
prove of value to the teacher when measured by this scale. 

The weekly time allotment for reading for the first grade in Elyria 
is 207.5 minutes, while the average for 20 other cities is 388 minutes. 
Elyria devotes one-third less time to reading than is usually given, 
which may in part account for the per cent of failure in this subject. 
In the second grade the time allotment is practically the same and 
^till much lower than for corresponding grades in other cities. In 
the third grade, where the Elyria curve of failure in reading drops to 
5 per cent, the time allotment is about normal. It is suggested that 
the time allotment for reading in the first grade be lengthened and 
that an effort be made by other means as well to lessen the number of 
failures. In the section of this survey devoted to arithmetic it is 
shown that number work is receiving a disproportionate' amount of 
time in the first grade. Some of the time given to arithmetic might 
well be applied to reading. 



Time allotment in reading in Elyria and in 20 other cities. 



( ;rades. 


Minutes per week. 


Per cent of grade 
time. 


Elyria. 


20 cities. 


Elyria. 


20 cities. 


1 


207.5 
215.0 
195.5 


355 
375 


16.2 
16.8 
15.4 


20 
23 

18 


2 


3 





Development lessons in the study recitation in reading. — The read- 
ing material in Elyria is drawn largely from the best sources, namely, 
folklore, myth, and fable. The reading lessons in all classes are 
reproductions of the finest literature that the world has produced. 
These lessons should be treated as more than mere oral reading exer- 
cises, perfunctory and formal, in which one child reads one para- 
graph, another following with the next, and so on. Some of the 
time should be taken for the development of appreciation. The 
socialized recitation is the type of exercise for these lessons. The 
following outline is submitted as a suggestion : 



INSTRUCTION IN PRIMARY GRADES. 135 

Outline foe the Study Recitation in Reading. 

I. Assignment of the lesson : Arouse interest by — x 

1. Questions. 

2. Informal conversations. 

3. Reading the text by pupils and teacher together. 
II. Reading the lesson, orally and silently. 

1. Section the story. 

2. Make an outline. 

8. Retell important parts. 

4. Visualize. 

5. Dramatize. 

6. Read silently for appreciation. 

7. Read orally for expression, fluency, etc. 

8. Memorize choice phrases and sentences. 

Divided periods in reading.- — In some cities the need for training 
for appreciation is realized, and the time schedule has been changed 
so that 30 minutes are devoted to each lesson in reading. Fifteen 
minutes of this time is taken for a talk about the story, and the other 
15 for training in proficiency. 

Observation in second grade in reading for appreciation. — One of 
the second-grade reading lessons observed dealt with the story of 
" The Three Billy Goats Gruff," from the Free and Treadwell Primer. 
The aim of this lesson was to read for appreciation. The children 
stood grouped about the teacher in an informal way, and the social 
spirit strongly dominated the entire exercise. The children had 
already read part of the story, and a review of this was being given 
by the pupils in reply to the skillful questions of the teacher. 

Teacher. What story did you have yesterday? 

Pupil. The Billy goats. 

Teacher. How many goats were there? 

Pupil. There were three. 

Teacher, What were their names? 

Pupil. Little Billy Goat Gruff, etc. 

Teacher. Who lived under the bridge? 

Pupil. A troll. 

Teacher. What was on the other side? 

Pupil. A hill. 

Teacher. What was on the hill? 

Pupil. Pretty grass. 

Teacher. What did the goats want to do? 

Pupil. Get fat. 

Teacher. What did the troll want? 

Pupil. He wanted to eat the goats up. That's what trolls like to do. 

Teacher. Did he eat Little Billy Goat Gruff? Let's read and find out. 

(Children read from page 83.) 

Teacher. Did the troll say that? Did the Billy goat say it? Which Billy 
goat said it? What is the second word? (little) I suppose you would not say it 
that way, would you? Just suppose some one was going to eat you. 



136 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

The teacher's questions brought out the vital points of this fine old 
tale and helped the children to appreciate much of its charm. The 
oral reading was excellent. Reading for appreciation was empha- 
sized throughout the entire recitation, only one reference being made 
to the mechanical side of the reading. 

Eecitations of this kind should be more common than they are in 
the Elyria schools. The study recitation outline is recommended as 
a guide to teachers who desire to improve their method of teaching 
reading after the manner of this recitation. 

I. Failures: There should be a quickened conscience among the 
teaching force in regard to failures, and greater use should be 
made of the half -hour period at noon designed for special help 
to backward children. 
II. Phonics: 

1. Longer periods should be allotted to the teaching of phonics. 

2. A few weeks of oral training in sounds should be given 

before the symbols are presented. 

3. The work should be thoroughly systematized and become a 

a regular part of the daily program. 

4. There should be a closer application of phonics to all 

language subjects. 
III. Reading for appreciation: 

1. The time allotment for reading in the first grade should be 

increased. 

2. A period should be set apart each day for training in reading 

for appreciation. 

LANGUAGE. 

Oral language. — The lack of opportunity for oral expression was 
the most noticeable defect in the school program. The individual 
pupils observed in the first three grades spoke less than 100 words 
during a session of 260 minutes. This opportunity came only in the 
recitation period and consisted of counting numbers and reading 
words from the blackboard. No time was given to free and spon- 
taneous expression; no questions were asked by the pupil; and no 
opinion was offered by him on any subject. 

This table shows that little provision has been made in Elyria for 
language training in primary grades. The daily program gives 10 
minutes a day to oral language in the first grade, and this is usually 
listed as " sense training or games," " dramatizing," " games and folk 
dances." In the second grade a little over 8 minutes is devoted to 
oral language. In the third grade 20 minutes three times a week is 
set apart for " nature study," " oral language," " poem," as wished, 
which indicates that the children are not receiving any definite sys- 
tematic training in this important subject. One of the third-grade 



INSTRUCTION IN PRIMARY GRADES. 



137 



daily programs lists one period of 15 minutes on Tuesday for 
" language games," " talk of grammatical errors," " describe a pic- 
ture," or " reproduce a story." The fourth grade lists a 25-minute 
period on Monday and Wednesday for "language," but this con- 
sists of written work only. 

Time allotment in language in Elyria and in 20 other cities. 



Grades. 


Minutes per week. 


Proportion of grade 
time. 


Elyria. 


Twenty 
cities. 


Elyria. 


Twenty 
cities. 


1 


51.0 
43.0 

62.5 


133 
144 
170 


Per cent. 
3.9 
3.3 
4.9 


Per cent. 
8.8 
9.6 
11.3 


2 







In comparing Elyria with 20 other cities, we find that nearly three- 
times as much attention is paid to oral language in other cities as in 
Elyria. We find, also, from observation and reference to daily 
programs that the work in Elyria is not language work, but that 
the time allotted to this period is distributed over a large number of 
subjects already enumerated in this report. 

Importance of oral language training. — Too much can not be said 
in favor of oral language training in primary grades. All authori- 
ties agree that the ear is the important organ to be considered in 
teaching little children to speak, to read, and to write. "Address the 
ear principally," Gouin exhorts the teacher of language, " afterwards 
take as auxiliaries the eye and hand in reading and writing." Huey 
agrees, "The ear, and not the eye, is the arbiter of speech; the 
mouth, not the pen, its greatest instrument." 

It is hardly possible that the children in the Elyria schools are 
receiving more than a minimum amount of language training with 
such limited time allotment and such indefinite assignment of subject 
matter. 

Suggestive material for oral language lessons. — So far as Observed 
in these grades there was no correlation of the work of the school 
with the interests and experiences of the children out of school. The 
number work, the language lessons, the games, and plays were all 
too far removed from the immediate interests of the child. 

Table of out-of -school activities. — -A table of out-of-school activi- 
ties is included in this report as suggestive material for oral lan- 
guage lessons, for number lessons, and for the other activities of the 
schoolroom to be correlated with the regular subjects of study. 
These data were gathered from children in the first four grades in 
the Elyria schools and are recorded under the subjects of home 
work, home games, vacation activities, church entertainments, and 
books read during the year. 



138 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



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INSTRUCTION IN PRIMARY GRADES. 



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140 EDUCATIONAL SURVEY OF ELYBIA, OHIO. 

The table offers a wide range of subjects from which to select 
material for oral language lessons. Interesting topics of study for 
nature-study lessons are listed under vacation activities. One child 
reports a garden activity, "I break earth in pieces with the h.02 
when father digs"; which suggests to the resourceful teacher a 
series of interesting lessons in the preparation of soils for planting. 
"I plant potatoes while daddy digs the holes" introduces the sub- 
ject of germination and offers an opportunity for valuable experi- 
ments in sprouting potatoes, planting bulbs, etc. Another sug- 
gestive report, " I pull carrots," leads the teacher directly to a series 
of lessons on the value of the roots of some plants as a food supply, 
and the best ways of cooking carrots, beets, parsnips, and similar 
roots. 

The proportion of children in each grade who are engaged in dif- 
ferent home activities is reported. These reveal in a concise way 
those occupations and interests most common to the children of 
Elyria. For instance, all the children in the first grade wipe the 
dishes as a part of their home work, 50 per cent in the second grade, 
and 25 per cent in the third grade. It is within the power of the 
teachers in these grades to make these homely activities interesting 
and to lift them above the plane of drudgery they so often occupy. 
A practical, usable course of study on home economics might be 
prepared for the elementary grades from reports of this kind. 

The reading interests shown in this table should be utilized in 
various ways as a basis for oral language. The reports on books 
read would be valuable; an exchange of books between pupils and 
discussions of the story and characters should find some place in 
the course of study as a phase of the work in library reading. The 
games, the vacation sports like swimming and fishing, the church 
and Sunday school interests, all make up the child's world and 
should find some place in his school life. 

SUGGESTIONS CONCERNING THE TEACHING OF LANGUAGE IN ELYRIA. 

1. The time allotment should be lengthened in the primary grades. 

2. A systematic course of study should be mapped out with a defi- 
nite assignment of subject matter for each semester in each grade. 

3. Each teacher should have the opportunity to study for herself 
the best literature for children, and should receive training in this 
most necessary art, that of telling stories to little children. 

ARITHMETIC. 

The number of failures in arithmetic in Elyria is unusually large 
in the lower grades. In the first grade, 17.5 per cent of the children 
failed at the mid-year promotion in February, 1917; 6.5 per cent 
failed in the second grade, and about 12 per cent in the third and 



INSTRUCTION IN PRIMARY GRADES. 



141 



fourth grades. Cleveland's rate of failure for June, 1914, was 2 
per cent in the first grade, and 4 per cent in the second grade, but 

25 



20 



15 



10 









/ 
/ 


\ 
\ 




1 


\ 


1 


y 

/ 


/ 
/ 


\ 

\ 




\\ 




1 










\\ 
\\ 

\ \ 


\ 


I 

i 












/ 
/ 

/ 

/ 


i 













Grades- 1 2 5 4 5 6 7 8 

Diagram 2. — Per cent of failures in arithmetic in Blyria at midyear promotions, Janu- 
ary, 1917, compared with Cleveland for June, 1914. Elyria, solid line ; Cleveland, 
broken line. 

in the third grade the Cleveland curve rises to 17.5 per cent, and to 
18 per cent in the fourth. 



142 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Both in Elyria and Cleveland the difficulty in the third and fourth 
grades is due, no doubt, to the introduction of the principle of 
carrying, which perplexes children more than it should. It is diffi- 
cult to fix responsibility for failure in any subject, but probably the 
lack of a pedagogical development of subject matter is one of the 
chief factors. 

Failures in the first grade. — The difficulty in first-grade arithmetic 
in Elyria, as shown by the curve in diagram 2, is undoubtedly due to 
the lack of adaptation of subject matter. Number work in the first 
grade should be largely a matter of counting and measuring. De- 
mands for measuring are found in the manual arts, in nature study, 
in the home and school activities, and in the child's own personal 
interests. The pupils in Elyria are weighed each month under the 
direction of the school nurse, and this might well be used as illustra- 
tive material in number lessons. The pupil's height, his age and 
birthday dates, all afford excellent matter for applied number work. 
During the survey in Elyria schools a request came to the teachers 
for the children to report on the size of the back yards adjoining 
their homes. Here was a demand for the measuring and computing 
of areas, which would have been of vital importance in the making 
of home and school gardens. No use was made, however, so far as 
could be determined of this opportunity. 

Logical development of number emphasized. — Judging from the 
observation of many classes in arithmetic, from an examination of 
daily programs, and from conferences with teachers, the logical devel- 
opment of the subject of arithmetic is the only one considered in the 
primary grades. In the first semester the children count to 100 by 
ones and tens. They read and write these numbers and add and 
subtract in simple combinations. A marked rigidity characterizes 
this work in all the primary grades, both in the recitation periods 
and in the outlines prepared by the teachers from the formal course 
of study. The entire class in arithmetic moves through this required 
work with lock-step precision; the bright children are restrained, 
and those who are backward join the ranks of the " repeaters " at the 
end of the semester. 

Time allotment in arithmetic. — With twice as much time spent on 
arithmetic in the first grade as in 20 other cities the ratio of failure 
in Elyria is abnormally high. In the second grade, where the time 
given is about equal to that of other cities, the failure score corre- 
sponds to that recorded in Cleveland and elsewhere. In the third 
grade the failures increase, and the time allotment is about 3 per cent 
below the average. 

It would seem then that the quality and not the quantitiy of work 
done in Elyria needs attention ; that much of the time now spent on 
arithmetic could well be given to reading and language and to school- 



INSTRUCTION IN PRIMARY GRADES. 



143 



room activities more in harmony with the child's development at this 
period of his school life. 

Time allotment in arithmetic in Elyria and 20 other cities. 



Grades. 


Minutes per week. 


"Ratio of grade time. 


Elyria. 


Twenty 
cities. 


Elyria. 


Twenty 
cities. 




145.00 
135.50 
148. 55 


72.50 

148. 75 
218. 00 


Per cent. 
11.3 
10.6 
11.5 


Per cent. 
4.8 
9.9 
14.5 


2 


3 





Skilled supervision needed. — Applied number is difficult for an 
untrained teacher. She must know how to find a legitimate demand 
for number in the several subjects of study and how to connect the 
fundamentals in arithmetic with the problems which arise in those 
subjects. 

It is evident that the social aspect of number is almost wholly 
ignored in Elyria, and that the abstract treatment is overemphasized. 
Illustration with objects was seldom used, and measurement with the 
ruler was never made a part of the number exercise. There is need 
of a supervisor in this work who is especially trained in primary 
methods to help the teachers formulate a pragmatic course of study 
in arithmetic. 



SUGGESTIONS CONCERNING THE TEACHING OT ARITHMETIC IN ELYEIA. 

1. A study of other courses of study in cities like Cleveland is 
recommended to note the difference in requirement as a possible cause 
for the wide variation in per cent of failure. 

2. Adaptation of the subject matter to the different grades in the 
primary school is recommended, and greater emphasis should be 
placed upon the social bearing which number should have for the 
children. The child's need of number and his use of number should 
be the basis of his work and not the logical development of the 
subject wholly from the scientific standpoint. 

3. Less time should be devoted to the study of arithmetic in the 
first and second grades, and greater stress should be placed upon the 
cultural subjects of reading and language. 

4. A skilled supervisor is needed to assist the teachers in this work. 

PENMANSHIP. 

Method of teaching penmanship. — The exercises in penmanship 
consisted of drills on movement, sliding the hand back and forth over 
the slate as the arm rested on the large muscle in the forearm. 
Rhythm was emphasized by the use of a small phonograph, which 



144 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

was a source of great interest to the children and put considerable 
enthusiasm into what would have been otherwise a dull lesson. 
Ovals and circles, upward and downward strokes were practiced and 
occasionally a single letter was given as a copy. The stress then Avas 
put on the form of the letter, and the movement was of the fingers 
only. 

Material inadequate. — Slates were used because of the difficulty in 
obtaining paper and pencils. It should be pointed out that slates 
and slate pencils are a poor medium for writing lessons. The fric- 
tion of the pencil and the obstruction of the frame are hindrances to 
ease, grace, and speed. 

The tops of the desks in the primary grades are too small to allow 
the arm to rest on them ; the children hold their arms in the air and 
used the finger and hand movement. When the copybooks were used 
the writing became a painstaking copy of a letter rather than a free 
exercise in movement. 

SPELLING. 

Subject matter in spelling. — The spelling lists used in the primary 
grades were taken largely from the reading lessons. The time allot- 
ment amounted to about 20 minutes per day in the second and third 
grades. The assignment for seat work in spelling was usually 
inadequate ; sometimes only two words were given for a second-grade 
lesson to fill a period of 15 minutes. 

Method of teaching spelling. — The words were written on the 
blackboard and were spelled orally by the class in concert. They 
were then copied on paper, and finally written in exercise books from 
dictation. The exercise was a training of the eye to recognize the 
different symbols in a word without considering the part which the 
ear plays in the functioning and the analysis of words. 

No application of phonics to the spelling was observed. Sight 
words and phonetic words all received the same treatment, and were 
all taught in the same way. 

Suggestions for the spelling lesson. — The oral exercise in the 
spelling recitations should be lengthened in order to train the chil- 
dren's power to form auditory images. There is no greater aid to 
correct spelling than the power to hear the different sound elements 
in a word and to represent those sounds with the appropriate symbols. 



OBvSERVATION OF SENSE GAMES. 

First game. — The aim of this game was to give a drill on the recog- 
nition of the three primary and secondary colors. 

The method consists of calling six children to the floor, each hold- 
ing a colored ball in his hand. They stand in line, arranged according 



INSTRUCTION IN PRIMARY GRADES. 145 

to the order of color in the spectrum. First the class are asked to 
name the colors; then the balls are changed about and the class are 
asked to rearrange them in their proper order. Finally, the balls 
are hidden and the class are asked to locate the colors. 

Second game. — The aim of this game was to test the child's mem- 
ory of the location of different members of the class when they are in 
their respective seats. 

One member of the class was blindfolded while four others left 
their seats and hid in various parts of the room. Then the blind 
was removed from the child's eyes and he was asked to name the 
absent pupils, to locate their seats, and to describe their appearance. 

Third game. — This game was designed to test a child's sense of 
hearing. A blindfolded child was seated with his back to the class 
and two erasers were placed on the floor behind him. The child was 
a " watchdog " and the erasers were " bags of gold." The game con- 
sisted of individual pupils in the class " stealing " the bags of gold 
without the watchdog's knowledge. If he heard, he called out, " Who 
is it ? Is it John ? " and John answered, " Yes ; it is John." When 
the watchdog failed to hear, the children all clapped their hands. 

The value of games. — For an occasional exercise for sense training 
these games were excellent, but they lacked spontaneity and afforded 
no opportunity for the pupil's initiative. There should be greater 
freedom in any game than was allowed in these. A series of games 
that cultivate resourcefulness and give an opportunity for physical 
exercise are recommended as a part of the daily program in every 
room. 

RECESSES AND DISMISSALS. 

Waste of time. — The children have a 20-minute period for recess 
in the primary grades in Elyria, both in the morning and in the 
afternoon. They pass to the cloakroom and get their wraps, then 
back to their seats to put them on, and when all are ready they pass 
out,. first to a basement toilet, where the janitor assists in "keeping 
order," then in line to the school yard. 

During the snowy weather they stood about with their hands in 
their pockets, shuffling their feet in the snow or swinging on an 
iron bar which formed the fence in the school yard. 

Putting on wraps. — The recess period was appreciably shortened 
by waste of time in getting wraps and putting them on, and in wait- 
ing for all the school to pass out together. It may not be possible to 
make this an individual matter, allowing each child to leave the room 
when he is ready, but it would greatly lengthen this period for most 
children if this could be done. 
61564°— 18 10 



146 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

Some form of entertainment needed. — Some entertainment should 
be provided for this period, both within and without the schoolroom. 
Large yards and open spaces surround most of these schools and 
afford excellent opportunity for games and exercises. In some yards 
an embankment had been thrown up, and the inclosed space flooded 
so that the children might skate during the cold weather. Some 
school yards were fitted up with a few pieces of apparatus for 
physical exercises, and some yards were arranged for games and 
sports, but where no one was especially designated to lead in these 
exercises the children made little use of them. 

'An assignment for this work needed. — It is suggested that one 
teacher each week be appointed to provide some form of recreation 
for the recess period in each building. Valuable suggestions for the 
recess recreation period may be found in the table of out-of-school 
activities, included in this report, especially those designated by the 
children themselves under the head of home games, for the first four 
grades. 

NEED OF KINDERGARTENS. 

Value of kindergartens. — Another cause of failure in the first 
grade in Elyria is undoubtedly the lack of kindergarten training for 
the children before they enter school. 

English. — The kindergarten prepares children for the work of the 
first grade, and this is especially true of children of foreign-born 
parents who speak a foreign language at home. In language train- 
ing alone the kindergarten is indispensable. In Elyria, where so 
large a proportion of the population is foreign born, the school 
authorities can ill afford to weaken the school system at its most 
vulnerable point. 

School adjustment. — As an introduction to the school regime, and 
as a training in school habits, it is most important, since his term in 
the kindergarten saves the child a similar amount of preparation 
for school work in the first grade. 

Social adjustments, the ability to work in harmony with his fel- 
lows and his teacher, motor control, the ability to coordinate his 
motor activities with his will and understanding, obedience and 
discipline, these are only a part of the many lessons he learns under 
the kindly guidance of his school mother. Add to those his acquisi- 
tion of knowledge and its constant application to his social needs 
and uses and we have a sum of indisputable arguments in favor of 
this training. In no other school department will he find this im- 
portant correlation. 

Data from investigations. — To those who still doubt the efficiency 
of kindergarten training we cite a number of investigations lately 



INSTRUCTION IN PRIMARY GRADES. 147 

conducted in various parts of the country. Berry's statistics 1 re- 
garding the effect, of kindergarten training on promotions in Michi- 
gan disclose the fact that the percentage of repeaters in first grade 
is 69.5 greater in towns having no kindergartens than in towns which 
have them. Mrs. Bradford found from a study of the Kenosha 
(Wis.) schools, 2 in comparing a group of 925 kindergarten-trained 
children with a group of 738 children without kindergarten training, 
that fewer retardations occurred in the first group. Supt. Hervey, 
of Pawtucket, E. I., discovered that 60 per cent of children entering 
first grade without kindergarten training failed as against 35 per 
cent of those having that training. 

Conclusions. — It is especially recommended that the kindergarten 
school system be reestablished in Elyria. There seems to be an im- 
perative need for such training in Elyria on account of its large for- 
eign population. Undoubtedly a continuation of these schools will 
do much toward raising the standard of instruction above the plane 
of dry formality which it now occupies. 

1 Berry, C. S. A study of Retardation.. Acceleration, Elimination, and Repetition in 
the Public Elementary Schools of 225 towns and cities of Michigan. 

2 Bradford, Mary D. The Kindergarten and Its Relation to Retardation. N. E. A., 
1912, pp. 624-629. 



Chapter VII. 

INSTRUCTION IN INTERMEDIATE AND GRAMMAR 
GRADES. 



READING. 



The time given to reading in the schools of Elyria ranks approxi- 
mately midway between that given in Cleveland and that in 50 other 
American cities. 

Time given to reading. 1 



Tirades. 


Fifty 
cities. 


Elyria. 


Cleve- 
land. 


1 


Per cent. 
31 
26 
21 
16 
13 
12 
10 
10 


Per cent. 
30 5 
30.3 
27.7 
17.1 
17.0 
14.0 
15.0 
11.4 


Per cent. 
43 
36 
32 
22 
18 
15 
17 
17 


2 








6 




8 




17.4 


20.4 


25 





READING [N THE UPPER GRADES. 

An analysis of the reading material used in the upper grades 
indicates that only about one-third is of a literary nature or of a 
nature calculated to lay a foundation for literary selections, such 
as the story of the Iliad. The rest may be classified as history, civics, 
geography, hygiene^ and nature study. 

That some nonliterary material has a place in the reading class is 
not questioned, but that this material should make up two-thirds of 
what is read may well be questioned. It makes of the reading class 
a dumping ground for the overflow from other classes and for mate- 
rial that should have an independent place in the curriculum. This is 
unfair to the other subjects and robs the reading class of its proper 
spirit. It is therefore recommended that the major part of the mis- 

1 The figures in this and succeeding tables for Cleveland are taken from Bobbitt's volume in the Cleve- 
land (Ohio) Educational Survey entitled "What the Schools Teach and Might Teach," and those for 
50 American cities from Holmes's paper on "Time Distribution by Subjects and Grades in Representative 
Cities," published in Part 1 of the Fourteenth Yearbook of the Society for the Study of Education (Uni- 
versity of Chicago Press, 1915). 

in calculating the percentages for these tables the time spent in recess and opening exercises is not in- 
cluded. Reading, furthermore, includes phomes, literature, and memorizing poems, as well as reading 
in the narrow sense. 

148 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 149 

cellaneous material be transferred to those subjects in which it is 
germane. 

Nature study is not now scheduled as a separate subject in the 
Elyria schools, but it should be. This subject should not lose contact 
with the concrete, it is true, but in giving an appreciate understanding 
of the plant and animal world, books like " Plant and Animal Chil- 
dren," " Ways of Woodfolk," and " The Bird World," which are now 
classed as supplementary reading, form an indispensable aid. These 
books are written by people who love their subject, and are therefore 
well adapted to inspire a similar love in the pupils. They fall into 
the class of natural history rather than science, and are indicative of 
the spirit that should pervade the science work in the elementary 
school and even the junior high school. Here the method of scientific 
dissection and analysis is not yet in place. 

If the major part of the reading material that falls in the fields 
of history, civics, geography, hygiene, and nature study were assigned 
to these subjects, it is clear that the time for reading could be mate- 
rially reduced and still more selections of a literary nature than now 
could be read. This reduction in time would also help to make room 
for such subjects as nature study and civics. 

Some of the texts now read in the upper grades are clearly too diffi- 
cult for the grades to which they are assigned. Examples are Haw- 
thorne's " The Story of Achilles," assigned to 6B, and Mowry's 
" First Steps in the History of England," assigned to 7B. Such 
texts should either be assigned to higher grades or be displaced. 

The basic reading material, or some of it, may very properly offer 
a fair amount of difficulty, but most, if not all, of the supplementary 
material should be chosen for rapid reading. It is this type of read- 
ing that brings the pupil into the spirit of the selection, that gives him 
the swing of it, and is therefore most likely to develop a love for 
the art. 

The 17 classes in reading that were observed in the upper grades 
were taught with widely varying degrees of merit. Approximately 
one-fourth of the teachers get satisfactory classroom results. They 
direct attention to the heart of the selections, develop the setting, and 
then follow the story or theme in a vital manner. Their pupils are 
interested and read with good expression. Yet even these teachers 
restrict their work too much to the traditional study-and-recitation 
type. Little reading for the joy of it, reading that is relatively free 
and spontaneous, appears to be done in connection with the schools. 

In the hands of approximately one-third of the teachers in the upper 
grades the classroom results in reading are not satisfactory. These 
teachers usually have their pupils stand at their seats and read me- 
chanically to the teacher ; they appear to feel little or no interest in the 
selections themselves and they fail to cause their pupils to feel any; 



150 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

they spend little or no time in bringing out the thought or setting, and 
most of the criticisms they offer pertain to the pronunciation of words 
and the observation of punctuation marks. A few of these teachers 
let their pupils stumble along one after another with practically no 
suggestions whatever, and they assign the advance lessons by pages 
without even directing attention to the difficult words that will be met. 

Perfunctory results such as these can be remedied only by the 
vitalization of the teacher's own attitude. The teacher must realize 
what the significance of the selection read is; he must develop the 
historical, geographical, or other setting that brings out this sig- 
nificance for the class; he must in the longer selections develop an 
introductory outline of the theme or story ; he must direct the study 
and discussion along the one central theme, leaving all else to give 
support; and he must not hesitate, upon occasion, to read choice or 
difficult portions to the class himself. 

In every class observed every member had studied the same selec- 
tion. This must, of course, be the case when basic classics are studied, 
but with much of the reading material suited to elementary school 
pupils it is difficult to maintain interest under this condition. Motive 
on the part of the reader and variety and interest for the class may 
be brought in by letting each pupil occasionally prepare a different 
selection for oral reading. Such selections may be taken from news- 
papers, magazines, library books, and supplementary readers. If a 
selection is too long, for the time allotment of one pupil, let two or 
more parcel it out among themselves. 

Little, if any, attention is given to the development of facility in 
silent reading. This is the type of reading most used in life, and 
it should therefore receive attention in school. The slow but neces- 
sary motor habits of pronunciation involved in oral reading are not 
needed in silent reading, yet, if all the emphasis is placed on oral 
reading, these habits are likely to become so indelibly associated with 
the reading process that they will in a measure impede silent read- 
ing. What is needed is a parallel set of habits for silent reading. 
The development of these habits should receive attention all through 
the elementary school. 

In the upper grades about two-fifths of the reading time may well 
be given over to relatively free silent reading. Let the children 
bring or choose the books they are interested in and let them read 
primarily for their own satisfaction. It is through such free silent 
reading, interspersed with periods for discussion and with more 
formal work, that reading becomes easy and that a taste for it is 
developed. 

Something like this has already been attempted in the Garfield 
School, where only the first four grade are represented. A vacant 
room is provided with chairs and a long table plenteously supplied 



INSTRUCTION" IN INTERMEDIATE AND GRAMMAR GRADES. 151 

with books and children's papers. To this room the children repair 
with evident enjoyment at recess and at noon whenever the weather 
does not permit outdoor play. This is essentially a school library 
or reading room, and it would be even more in place for the grades 
above the fourth. A suggestive list of books for such a library, as 
well as for supplementary reading, may be found in " The Sixteenth 
Yearbook of the National Society for the Study of Education," 
pages 33-5 9. 1 

RECOMMENDATIONS. 

1. More of the spirit of delight should be introduced into the read- 
ing classes. 

2. Practice in rapid silent reading should be given and more oppor- 
tunity for relatively free silent reading should be provided. 

3. Much of the material now assigned to reading should be trans- 
ferred to other subjects. 

4. Selections too difficult for their grades should be reassigned 
or displaced. 

Time given to language. 



Grades. 


Elyria. 


Fifty 

cities. 


Cleve- 
land. 


1 


Per cent. 
7.5 
6.0 
8.3 
10.0 
12.1 
17.0 
15.8 
20.8 


Per cent. 
8.6 
8.7 
10.3 
10.9 
12.0 
12.2 
13.7 
14.1 


Per cent. 
10.9 
10.8 
9.0 
11.8 
13.6 
13.6 
14.3 
14.3 


2 


3 




5 


6 


7 






12.2 


11.4 


12.3 





The provisions of the course of study in language for the four 
upper grades are as follows : 

Grade 5 B. — Parts of speech, forms of nouns, qualifying words, 
degrees of comparison. Written and oral exercises suggested in the 
reader. 

Grades 5 A and 6 B. — " Speaking and Writing No. Ill " is used 
as a text, and emphasis is given to argumentation, description, rela- 
tion of stories, topics about Lincoln, and debates. 

Grades 6 A-8 A, inclusive. — " The Mother Tongue, No. II," is par- 
celed out by pages and topics to the five divisions, and formal gram- 
mar is systematically studied. Oral and written exercises are called 
for. Although not mentioned in the course of study, at least one 
written composition a month is desired. 

Sixteen lessons in language and grammar were observed in the 
four upper grades. Seven of these were grades 5 B to 6 B, and nine 

* Public School Publishing Co., Bloomington, 111., 1917. 



X52 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

in grades 6 A to 8 A. All of the latter were on formal grammar, 
and the others were based on "Speaking and Writing," the pre- 
scribed text. In no case was language or composition directly corre- 
lated with the other work of the school. In fact, language study in 
the upper grades of Elyria is made a thing apart. 

Viewed as a formal study, grammar is on the whole well taught. 
The pupils participate in the recitations, they ferret out the minute 
subdivisions of the various parts of speech, and they analyze and 
diagram highly complicated sentences. But the wisdom of devoting 
two and one-half years, the language time in divisions 6 A to 8 A, 
to formal grammar, and some of the time in the fifth grade to 
grammar more informally studied, may be seriously questioned. 

The best thought of the present inclines to the idea that language 
study, as such, need be given but little separate time— not more than 
one or two periods a week — and that language and composition re- 
ceive emphasis as part and parcel of all the other work of the school. 
Oral expression is of necessity involved in all the situations of the 
school, and many of the topics studied in geography, history, civics, 
current topics, nature study, and literature should be written up in 
the interest of mere pedagogical completeness. T.he more sponta- 
neous forms of composition, such as stories and letters, should grow 
out of reading, literature, and preparation for Thanksgiving, Christ- 
mas, and other special days. This provides an abundance of language 
topics, places the attention on the content, where it belongs, and 
gives language the interconnections and continual emphasis that it 
inherently requires. 

Easy and correct language control is acquired through frequent 
and correct language use, and then only on the condition of having 
something to say. Habit and not knowledge is the immediate guide 
rail of right construction, especially with children. Grammatical 
and rhetorical knowledge function in expression only indirectly and 
reflectively, and then with children almost solely through adult 
assistance. It is seldom that even an eighth-grade child will correct 
what he has written on the basis of his grammatical knowledge. This 
is the achievement of the extensively trained adult and is still excep- 
tional with high-school and college students. 

This relation of language and grammar indicates the place that 
grammatical and rhetorical study should have in the elementary 
school. This study should be treated as the reflective support of cor- 
rect expression and should be brought in only when it is clearly 
needed and when the pupils themselves may be led to feel this need. 
It is needed in developing control over such topics as capitalization, 
punctuation, number, agreement, inflection, sentence structure, para- 
graphing, and the correction of habitual errors. The rationalization 
of these topics is for most pupils helpful and satisfying, but the facts 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 153 

and principles needed must be brought in again and again, for not 
until the correct forms become habitual has the desired end been 
achieved. 

Giving grammar a separate place on the daily program before the 
eighth grade can do little, if any, good, consumes valuable time, and 
is likely to develop a dislike for the subject. By the time the eighth 
grade is reached a sufficient number of language facts and princi- 
ples may have been gained to make a systematization through the 
specific study of grammar significant. But even here the study 
should face in the direction of use rather than theoretic knowledge, 
and should serve as an interpretation of expression. It should be 
correlated not only with the written work done by the pupils, but also 
with reading, history, and the like. 

The conclusion that formal grammar has little or no effect upon 
the clearness and correctness of writing is borne out by the com- 
position work of the children in Elyria. Compositions were col- 
lected from 17 classes, 9 of which were in the seventh and eighth 
grades. Composition scales are as yet not sufficiently specific to 
make possible a comparable ranking of these compositions; neither 
are standards available for the seventh and eighth grades with 
which these rankings might be compared. A study of the compo- 
sitions, however, reveals all the faults, both in variety and fre- 
quency, that are usually found in children's writing. Sentence 
structure is often poor; clauses are strung together without proper 
connections; verbs are sometimes omitted; quotation marks and the 
sign of the possessive are frequently omitted ; the rules of capitaliza- 
tion are occasionally ignored ; and the principles of punctuation are 
not applied. Occasionally a whole composition is written as one 
paragraph, and even as one sentence. Done is used for did, seen for 
saw, a plural subject is followed by a singular verb, and the tense of 
verbs is varied within the same sentence or the same paragraph. 
Different is followed by than about as often as by from, and such 
words as person, pupil, teacher, one, and everybody are almost 
invariably followed by a plural, instead of the masculine pronoun. 
Pupils and many of the teachers alike seem to be ignorant of the 
fact that in English the masculine serves as the common gender 
pronoun. Such expressions as "A person should do their best " ; " If 
you see some one doing something unkind, what is the best way to 
persuade them to be kind?" and "Let some one read it who thinks 
they can do it well/' are the rule rather than the exception. 

Whether or not the percentage of grammatical and rhetorical 
errors made by the Elyria children is greater or less than that made 
by children elsewhere it is impossible to say, but that many errors 
persist in spite of the extensive and intensive study of formal gram- 
mar is clear. It also seems clear that the way to correct these 



154 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

errors is not by the study of formal grammar, as such, but by never 
ceasing to correct the mistakes that are made. In making these 
corrections the overt study and application of language facts and 
principles may often be of assistance, but it is habit rather than 
knowledge that serves as the main guide of expression. 

In the 5 A and 6B divisions lessons were observed on such topics 
as Daniel Webster and the woodchuck, Mercury and the woodsman, 
The cruelty of a knight to his faithful horse, The schoolmaster 
persuading the farmers not to kill the birds, A frog pleading with 
boys not to throw stones into the pond, and a fable from Aesop. 
The pupils discussed these topics, read them from the text, acted 
them out with and without the aid of the text, and wrote composi- 
tions upon them. The reading was good as reading, but the acting 
was usually so simple and artificial that it was embarrassing to the 
pupils, who, it should be remembered, were in the fifth and sixth 
grades. The compositions observed were of an argumentative nature. 
They aimed to persuade a person not to be cruel to a faithful horse, 
farmers not to shoot the birds, and boys not to kill the frogs. Most 
of the pupils were interested in writing these compositions and for 
fifth and sixth grade children they did well with them. But why 
not dispense with the text, at least in the hands of the pupils, and 
let the composition grow out of topics of real concern, such as indis- 
criminate snowballing, keeping the snow and ice off the sidewalks, 
and keeping backyards in order? In the spring such topics as killing 
frogs, robbing birds' nests, walking across lawns, and picking other 
people's flowers might well be taken up for discussion and com- 
position. 

When the language work is correlated with the other work of the 
school and with the interests of the community, State, and Nation, 
no special language text is needed in the hands of the pupils. Such 
texts always tend to make the work unreal and formal, to make 
language a thing apart, and to consume a disproportionate amount 
of time. They also tend to take the zest out of the work for the 
eighth grade, where a text is needed if formal grammar is taken up. 
The teacher, of course, should have a variety of texts for suggestive 
purposes. 

SPELLING. 

The following table gives the percentage of spelling time in Elyria, 
Cleveland, and 50 other cities. While Elyria sets no specif].- lime 
apart for spelling in the first grade, the average for the ei^lit grades 
is still above that of Cleveland and the 50 cities. 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 155 
Time given to spelling. 



Grades. 


Elyria. 


Cleve- 
land. 


Fifty 
cities. 


1 


Per cent. 
0.0 
11.5 
10.6 
10.6 
7.0 
7.4 
8.8 
5.5 


Per cent. 
6.5 
7.2 
9.0 
7.1 
5.7 
5.4 
5.4 
5.4 


Per cent. 
6.3 
7.3 
8.0 
6.9 
6.3 
5.9 
5.3 
5.1 


2 


3 


4 


5 




7 


8 




7.7 


6.5 


6.4 





Spelling was tested in all the grades above the first with the lists 
of words used in the Cleveland survey. 1 These lists contain 20 words 
each and have been selected from the Ayres spelling scale. This 
scale is made up of the 1,000 words most frequently used in cor- 
respondence, newspapers, and books. The words are arranged by 
groups in their order of difficulty as determined by extensive tests 
in 84 different cities. 

On the words used in Elyria the children in these 84 cities made 
average scores of 73 per cent correct. These scores were the same 
for each grade and applied to those children that had completed 
one-half of the work of the grades. As the tests in Elyria were 
given within 10 clays of the beginning of the second semester's work, 
these scores are directly comparable with those made by the A classes 
in Elyria. These classes began the work of their grades in Sep- 
tember, and had therefore completed one-half of it. The average 
scores for the A classes are given in the following table: 

Spelling scores. 
Arranged for the A classes. 



Schools. 


Grades. 


2 


3 


4 


5 


6 


7 


8 






47 
92 
62 
63 
66 
59 
62 


69 
92 
57 
67 


63 


74 


82 


73 




94 
30 






71 
68 
68 
74 
68 


68 
79 
71 
84 
73 


57 
80 
73 
70 


63 










63 




35 
31 


65 
50 


68 














48 


64 


67 


69 


75 


72 


67 








73 


73 


73 


73 


73 


73 


73 







1 Judd, Charles Hubbard. 
Education Survey, 1916. 



Measuring the Work of the Schools," p. 239, Cleveland 



156 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Only 12 of the 38 A classes tested made scores of 73 per cent or 
over, while 26 made scores below 73 per cent. An exceptionally wide 
variation is manifest. While 4 classes made scores above 85 per 
cent, 8 classes fell below 60 per cent. On the average only one 
group of classes, the 6 A classes, exceeded the 73 per cent standard, 
and these exceeded it by only two points. Why this relatively poor 
showing ? 

It can not be assumed that the children in Elyria are inherently 
poorer spellers than those in other cities; neither can the poor 
showing be laid to an insufficient amount of time devoted to spelling. 
On the average 7.7 per cent of the recitation time in Elyria is 
devoted to spelling, as against 6.5 per cent in Cleveland and 6.4 
per cent in 50 other cities. Neither does it seem clear that the poor 
showing can be laid to poor teaching. The members of the survey 
commission observed the teaching of 40 spelling lessons, and these 
appeared on the whole to be well taught. The words studied were 
within the range of comprehension of the pupils, their meanings 
were brought out, they were used in sentences, they were divided 
into syllables, they were often pronounced and spelled in concert, 
the results in the final spelling were usually excellent, and the teachers 
follow the practice of reviewing the more troublesome words at the 
end of the week. 

The main cause for the poor showing in spelling appears to be in 
the method of selecting the words for study. No spelling books or 
spelling lists are used, the words studied being selected from the 
other school subjects or from newspapers, as the teacher may see fit. 
This is excellent as a supplementary means of word selection, but 
as the primary means it is too haphazard; it is likely to let too many 
common words slip through without adequate study. 

That poor word selection is the primary cause of the poor showing 
in spelling was corroborated by the testimony of the teachers and 
by the spelling in the composition papers. When the spelling lists 
were handed out a number of the teachers predicted that their 
results would be poor, for, said they, " Our children haven't studied 
these words." Most of the misspelling in the composition papers 
were of such words as where, there, goal, always, and receive. 

To insure a more systematic word selection it is recommended that 
Elyria adopt either a good series of spelling books or a word list, 
such as that published by Pryor in the Sixteenth Yearbook of the 
National Society for the Study of Education. (Bloomington, 111., 
1917.) 



INSTRUCTION IN INTERMEDIATE AND GEAMMAR GEADES. 157 



PENMANSHIP. 



The following table shows the time given to penmanship in Elyria 
as compared with other cities: 





Time given to penmanship. 




Grades. 


Elyria. 


Cleve- 
land. 


Fifty 
cities. 


1.. 
2.. 






Per cent. 
5.8 
5.0 
5.8 
4.9 
4.4 
4.0 
4.6 
' 3.5 


Per cent. 
6.5 
7.2 
7.2 
7.2 
6.4 
5.4 
5.4 
3.6 


Per cent. 
6.7 
6.7 
5.7 
5.5 
5.1 
4.8 
3.9 
3.7 






3 


4 


5 


6 


7 


8 








4.7 


6.1 


5.1 







UPPER GRADES. 

Specimens of penmanship were obtained from all the pupils above 
the fourth grade. The pupils were asked to write with pen and ink a 
well-known sentence, such as " Mary had a little lamb." The sen- 
tence was placed upon the board and the pupils were allowed pre- 
cisely two minutes in which to write it over and over. The results 
obtained are summarized in the two following tables : 

Speed of penmanship. (Median number of letters per minute.) 



Franklin. . 

Gates 

Jefferson.. 
McKinley. 
Ridge 



Elyria 

Cleveland. 



Fifty-six cities ] 



1 FrankN. Freeman. "Handwriting." In the Sixteenth Yearbook of the National Society for the Study 
of Education, p. 61. Blooroington, 111., 1917. 



158 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Quality of penmanship. 
(Thorndike scale, median scores.) 





Grade. 


Schools. 


5 


6 


7 


8 




B 


A 


B 


A 


B 


A 


B 


A 




9 


9 
10 
10 

9 
10 


10 
9 

10 
9 

11 


9 
10 
10 
10 
10 


11 
10 

9 
11 


11 
11 
10 
11 


11 
11 
11 


11 




11 




9 


10 




12 




10 














Elvria 


9.5 
8 9 


10.0 
11.6 


11.0 
11.2 


11.0 




12.1 





















The table on page 157 gives the median number of letters written 
per minute for each half grade of the different schools, and the table 
on page 158 in a corresponding manner gives the median scores for 
quality in terms of the Thorndike scale. 

The Thorndike scale is made up of samples of handwriting differ- 
ing in quality by equal steps from zero to 18. Samples 9 to 11 may 
be considered fair, 12 to 14 good, and 15 to 18 excellent. 

A comparison of the Elyria scores in speed with those of Cleve- 
land and 56 other cities (p. 157) and in quality with those of Butte 
(p. 158) indicates that in penmanship the children in Elyria are do- 
ing about what the children in other cities are doing. There is no 
question in respect to the comparability of the scores in speed, but the 
same assurance can not be expressed in respect to the scores in quality. 
In Butte " about 80 teachers scored the papers under the direction 
of a member of the survey commission," x while in Elyria one mem- 
ber of the survey commission did the scoring. He was assisted by the 
teachers in two of the buildings, but found so much inconsistency that 
he felt compelled to go over most of the papers again. 

The fact that Elyria has, and for many years has had, an efficient 
teacher of penmanship would have led one to expect that the city 
would take rank above the median in this subject. In passing judg- 
ment, however, it should be remembered that this teacher has time to 
give only one lesson in two weeks in each room. This manifestly 
leaves the teaching of penmanship to the room teachers after all, who 
are nevertheless relieved of much of the responsibility for results. 
These teachers were not observed to insist upon the arm movement and 
good form outside of the writing lesson, and as a consequence only a 
small proportion of the pupils are mastering the arm movement. 

With so many other urgent needs in the schools unsatisfied, it is 
recommended that the teacher of penmanship be dropped; that a 

1 Report of a survey of the school system* of Butte, Mont., p. 79. 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 159 

standard system of penmanship be adopted; that manuals setting 
forth this system be placed into the hands of the teachers ; and that 
the classroom teachers be held responsible for results through the 
general supervision. 

GEOGRAPHY. 

Geography as a distinct study is begun in the fourth grade. It is 
given a daily period in the fourth, fifth, and sixth grades, and shares 
the time with history in the seventh grade. Home geography in the 
form of supplementary reading is taken up in the third grade. 

Time given to geography. 



Grades. 


Elyria. 


Cleve- 
land. 


. Fifty 

cities. 


1... 


Per cent. 

0.0 

.0 

.0 

15.3 

15.5 

17.6 

8.1 

.0 


Per cent. 
0.0 
.0 
3.2 
11.4 
14.3 
14.3 
6.4 
6.4 


Per cent. 
1.8 
.8 
5.4 
8.5 
11.2 
11.0 
9.9 
7.6 


2 


3 


4 


5 


6 


7. 
3.. 










7.1 


7.2 


7.1 





From the preceding table it appears that the amount of time given 
to geography corresponds precisely to the average time given to the 
subject in 50 other cities. If, however, the time given to home geog- 
raphy in the third grade and to geographical readers in the fifth and 
seventh grades were counted here instead of in reading the average 
would be raised from 7.1 per cent to about 8.5. 

Geography is usually discontinued in the middle of the seventh 
grade, where it gives way to history, and, save as commercial geog- 
raphy in the third year of the commercial course, it is not included 
in the curriculum of the high school. The wisdom of this may be 
questioned. This subject is so fundamental in importance that it 
might well be allowed to share the time with history throughout the 
eighth, ninth, and tenth grades. 

But if a wider range of geographical study is to be justified, the 
teaching of the subject must be vitalized. The texts used are satis- 
factory, but the work is based too exclusively upon them. The few 
geographical readers that are used are connected with reading and 
not with geography. This leaves only the relatively meager texts 
as a basis for the work. Maps and globes are usually before the class, 
but they are seldom referred to; pictures are used sparingly, and 
specimens very rarely. Sets of Tiffany's " Nature cabinet " were 
seen in two of the buildings, but only one teacher was seen to make 
use of one. The fact that these cabinets were not even mentioned 



160 EDUCATIONAL SURVEY OF ELYBIA, OHIO. 

in the teaching material listed by the principal appears to indicate 
the place that they hold in the minds of the teachers. 

All the seventh grade teachers were teaching the mathematical or 
astronomical phases of geography, but none was heard to direct the 
attention of the children to the visible planets, the brighter stars, or 
the conspicuous constellations. Children delight in locating these 
objects in the heavens, and the observation of their motions forms 
the only direct basis for appreciating the motions of the earth. The 
knowledge gained, moreover, comprises that minimum astronomical 
heritage that should be considered the right of every child. If the 
teachers themselves do not now have this knowledge, they could 
easily gain it while teaching it by means of a manual like Bowen's 
"Astronomy by Observation." 1 

Should it seem inadvisable to give the primary presentation of 
these astronomical topics in connection with geography, this could be 
done as nature study during the winter months in the fifth or sixth 
grades, and the knowledge could then be used in the geography 
classes. Two periods a week for four or five months would be ample. 
Interesting and valuable language material would be found in the 
associated myths and legends. 

While it is true in general that the work in geography lacks real- 
ness and vitality, it should not be inferred that no good work was 
observed on the subject. A few of the teachers supplement their 
work well with pictures, specimens, and the making of maps in 
relief, and a majority of them enlist the thought responses of the 
pupils in tracing geographical relationships without, however, mak- 
ing the work sufficiently realistic. Those whose work is poor in 
nearly all respects are again in the minority. 

Recommendations. 

1. The work on home geography in the third grade should be 
classed with geography and be taught in relation to the pupils' en- 
vironment through exercises and constant first-hand observation. 

2. A series of geographical readers should supplement the formal 
texts. 

3. Geographical magazines and articles of geographical topics 
from other sources should be placed in the hands of the older pupils. 

4. Pictures and specimens of geographical interest should be given 
a position coequal with globes and maps, and all should be used 
more abundantly. 

5. The visible planets, about a dozen of the brighter stars, and the 
chief constellations should be located and their movements observed 
in correlation with general or mathematical geography. 2 

1 American Book Co., 1886. 

2 For a detailed discussion of methods in geography, compare the San Francisco Sur- 
vey (Bulletin of the Bureau of Education, 1917, No. 46). 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GEADES. 161 



ARITHMETIC. 



The following table shows the percentage of time given to arith- 
metic in Elyria as compared with other cities: 

Time given to arithmetic. 



Grades. 


Elyria. 


Cleve- 
land. 


Mfty 

cities. 


1 


Per cent. 
21.1 
19.2 
21.0 
20.0 
20.5 
20.7 
20.5 
21.1 


Per cent. 
5.2 
15.5 
16.3 
17.2 
17.1 
17.5 
16.1 
17.9 


Per cent. 
6.9 
10.7 
14.4 
15.4 
14.9 
15.0 
14.4 
14.1 


2 


3 


4 


5 


6 


7 


8 




20.5 


15.4 


13.2 





TTPPER GRADES. 



The ability of the pupils in addition, subtraction, multiplication, 
and division was tested by the Woody tests, series B, 1 and the ability 
in reasoning by the Stone' tests in reasoning. 2 

The Woody tests are composed of problems arranged in an ascend- 
ing order of difficulty for each of the four fundamental operations, 
as exemplified by the following test for subtraction: 





Subtraction 


scale. 




(1) 

8 
5 


(2) 
2 
1 


(3) 
11 

7 


(4) (5) 

13 78 

8 37 


(6) 

16 

9 


(7) 
50 
25 


(8) 
393 

178 


(9) 
567482 
106493 


(10) 
2f— 1= 


(11) 
81 
5| 



(12) (13) 

27 5 yds. 1 ft. 4 in. 

12f 2 yds. 2 ft. 8 in. 



(14) 



(15) 



-3.00081= 3|— 1|= 



Ten minutes is allowed for the solution of each set of problems, 
and the scores are determined by counting the number of problems 
solved correctly. The number of problems, which represent the pos- 
sible scores, in each set are : Addition, 19 ; subtraction, 15 ; multiplica- 
tion, 20; division, 15. 

1 Clifford Woody, " Measurements of Some Achievements in Arithmetic." Teachers' 
College, Columbia University, New York City, 1916. 

2 Cliff W. Stone, " Arithmetical Abilities." Teachers' College, Columbia University, 
New York City, 1908. 

61564°— 18 11 



162 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

As 10 minutes is more time than most of the pupils need for solv- 
ing all the problems in each set for which they are prepared, the tests 
do not test speed, but accuracy only. 

The results from the Woody tests are summarized in the tables on 
p. 163. The scores are given in medians instead of averages for the 
different grades or half grades of the various schools. The median 
is the middle score, and is found by arranging the scores under con- 
sideration in an ascending series and then counting in from either 
end to the middle. It usually corresponds very closely to the aver- 
age, is found more quickly, and in studies like this is now very fre- 
quently used. 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 163 



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6.50 
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164 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Elyria scores compared with standard scores given by Woody. 



Grades. 


Addition. 


Subtraction. 


Multiplication. 


Division. 


Elyria. 


Woody. 


Elyria. 


Woody. 


Elyria. 


Woody. 


Elyria. 


Woody. 


2 


6.0 
10.0 
12.8 
13.6 
14.5 
16.0 
16.0 


4.5 
9.0 
11.0 
14.0 
16.0 
18.0 
18.5 


5.0 
6.5 
9.0 
10.6 
12.7 
13.0 
14.0 


3.0 
6.0 
8.0 
10.0 
12.0 
13.0 
14.5 


4.0 
6.0 
9.0 
10.0 
14.7 
16.0 
17.5 




3.0 
5.0 
7.7 
8.0 
10.0 
11.2 
12.0 






3.5 
7.0 
11.0 
15.0 
17.0 
18.0 


3.0 




5.0 









10.0 


7 


13.0 


8 


14.0 







An inspection of the table on page 163 reveals the fact that there 
are occasionally wide variations between the scores for the different 
buildings. For example, the scores for the 5A classes vary from 
12.5 to 16 in addition, from 9 to 12 in subtraction, from 10 to 14 in 
multiplication, and from 6 to 10 in division. As these variations do 
not occur with any uniformity between schools, they may be of little 
significance; yet they set a problem that the supervisors and teach- 
ers may find well worth considering. 

Another fact revealed by this table is a frequent lack of steady 
progress from grade to grade. Beginning with 4B and ending with 
6A, the scores for the Gates School in addition are: 11, 13, 11, 14, 
13, and 16. Similar irregularities are found in the other schools. 
This would indicate that the development of skill in the funda- 
mentals does not receive sufficient specific attention. 

Data pointing in the same direction are exhibited in the table on 
page 164. In this table the Elyria scores are set alongside of the 
standard scores given by Woody. In grades two, three, and four the 
Elyria scores are better than the standard scores ; in grades five and 
six they are approximately equal to them; and in grades seven and 
eight they are poorer. 

The main reasons why the good scores in the primary grades do 
not continue through the grades appear to be : The basic combina- 
tions are not sufficiently automatic; complicated thought problems 
are introduced prematurely; and not sufficient time is given to ac- 
curate and rapid work in the fundamental processes in the inter- 
mediate and upper grades. It was noted, for example, that many 
pupils in the eighth grade still added by tapping or by counting in 
a whisper. 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 165 

Ability in reasoning problems was tested by the Stone test in 
reasoning, which follow : 



arithmetic; seasoning. 



Solve as many of the following problems 
in order as numbered : 



you bave time for; work them 



Credit. 



cents, how 



1. If you buy 2 tablets at 7 cents each and a book for 

much change should you receive from a $2 bill? 

2. John sold 4 Saturday Evening Posts at 5 cents each. He kept half 

the money and with the other half he bought Sunday papers at 2 
cents each. How many did he buy? 

3. If James had four times as much money as George, he would have 

$16. How much money has George? 

4. How many pencils can you buy for 50 cents at the rate of 2 for 

5 cents? 

5. The uniforms of a baseball nine cost $2.50 each. The shoes cost $2 

a pair. What was the total cost of uniforms and shoes for the 
nine? 

6. In the school of a certain city there are 2,200 pupils; one-half are 

in the primary grades, one-fourth in the grammar grades, one- 
eighth in the high school, and the rest in the night school. How 
many pupils are in the night school? 

7. If 3J tons of coal cost $21, what will 5 J tons cost? 

8. A newsdealer bought some magaziaes for $1. He sold them for 

$1.20, gaining 5 cents on each magazine. How many magazines 
were there? 

9. A girl spent one-eighth of her money for car fare, and three times as 

much for clothes. Half of what she had left was 80 cents. How 

much money did she have at first? 
10. Two girls receive $2.10 for making buttonholes. One makes 42, the 

other 28. How shall they divide the money? 
Mr. Brown paid one-third of the cost of a building; Mr. Johnson 

paid half the cost. Mr. Johnson received $500 more annual rent 

than Mr. Brown. How much did each receive? 
A freight train left Albany for New York at 6 o'clock. An express 

left on the same track at 8 o'clock. It went at the rate of 40 miles 

an hour. At what time of day will it overtake the freight train if 

the freight train stops after it has gone 56 miles? 

These tests were given in the grades above the fourth in the Frank- 
lin, Gates, McKinley, and Ridge schools. The results arc sum- 
marized in the two following tables : 



li 



12 



2.0 



2.0 



2.0 



2.0 



Stone 


test in reasoning 


— Average scores by buildings. 






Schools. 


Grades. 


5B 


5A 


6B 


6A 


7B 


7A 


8B 


8A 




3.16 


4.06 
3.19 
3.92 
2.47 


3.44 
3.83 
5.56 


5.44 
5.13 
6.40 


6.53 
4.11 

5.50 


6.41 
5.40 
6.68 


7.84 
6.70 
















1.70 


















2.34 


3.48 


4.16 


5.43 


5.55 


6.26 


7.62 









166 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Stone test in reasoning — Comparative scores. 



Cities. 


Grades. 


5 


6 


7 


8 




2.20 


3.90 
5.08 
4.95 
5.43 
5.51 


5.80 


7.70 








2.91 

3.48 


5.98 
6.26 


8.05 




8.26 















In scoring the papers credits were given as indicated after each 
problem on page 165, except that when a problem was reasoned cor- 
rectly but through a mechanical error a wrong answer was ob- 
tained, a uniform credit of 1 was given. 

The data for the Stone tests were collected from sixth-grade 
classes, some of which were in the first half of the school year and 
some in the second half. The average scores from 26 systems tested 
by Stone varied from 3.56 to 9.14. The Elyria score that may be most 
fairly compared with these scores, is that from the 6A classes, which 
had just finished the first half of the school year. This score (5.43) 
ranks just below the median in Stone's table, there being 12 lower 
and 14 higher scores. This would indicate that the result achieved 
in reasoning problems in Elyria is about average. Elyria ranks 
considerably above both Butte, Mont., and Springfield, 111. The 
Butte score (3.90) is the average for the 6B and 6 A divisions, while 
that from Springfield (5.08) is for 6A, taken, however, near the end 
of the school year. 

In view of the time given to arithmetic in Elyria one might ex- 
pect that the scores would be better. Why are they not better? 

(1) The fact that complicated reasoning problems are introduced 
too early is no doubt one cause. This tends to deaden the sense for 
thought relations. (2) Sufficient attention is not given to developing 
clear conceptions, thoughtfully understood, of how to solve prob- 
lems, the lion's share of attention being given to getting the answer. 
Only one assignment was seen over which the teacher had written 
" Study how to solve." (3) The basic principles of handling com- 
mon and decimal fractions and of percentage appear not to be brought 
out in sufficient relief and appear not to be continually reviewed and 
recognized in application. The pupils appear not to be led to be- 
come clearly aware of the fact that arithmetic, outside of the funda- 
mental operations, common and decimal fractions, and percentage, 
contains nothing new of a mathematical nature, and that even these 
mathematical phases are closely interrelated. (4) Finally, the 
work in the applied phases of arithmetic lacks in vital relationship 
to reality; it is bookish, and so falls short in thought-provoking mo- 
tive. All the sixth-grade teachers, for exannole, were teaching tables 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 167 

of measures, but only one was seen to let the pupils measure some- 
thing. In the main the pupils are not getting concrete notions of 
yard, rod, acre, and the like. In two of the schools the observer 
asked about how many acres the school yard contained, but none of 
the pupils could even give an estimate. The 8B classes were study- 
ing stocks and bonds, and while one teacher had present a stock 
certificate which was pinned to the bulletin board, none made use of 
the stock quotations in the daily papers or related the subject to the 
commercial interests of the city or Nation in any way. 

BECOMMENDATIONS. 

1. The time given to arithmetic, especially in the lower grades, is 
excessive and should be reduced. 

2. The work should be made more concrete and should be more 
intimately related to the children's own experiences, both in and out 
of school. The children should learn to weigh and measure, and 
topics like interest and stocks and bonds should be used to interpret 
business practices. 

3. The aim should be to make automatic the basic combinations in 
addition, subtraction, multiplication, and division, and develop con- 
fidence and accuracy in the use of common and decimal fractions. 

4. Bring into relief the common principles running through the 
applied phases of arithmetic and place comprehension above the 
use of formulas. 

5. Have study lessons on "how to solve," and avoid introducing 
complicated thought problems prematurely. 

SUGGESTIONS FOR THE IMPROVEMENT OF INSTRUCTION. 

The foregoing examination of the content and method of instruc- 
tion in the elementary schools of Elyria indicates that the most gen- 
eral fault that may be found is the fault of verbalism. Teaching is 
done too much on the basis of words and not enough on the basis of 
reality. Instead of interlocking with life at every point, of interpret- 
ing the world to the child and giving him a meaningful and sys-, 
tematic conception of it, the school moves too much in a groove by 
itself. Textbooks are looked upon more as an end than a means. 

While the teachers as a class possess a high grade of native ability, 
and while, through their refinement and courtesy, they have a whole- 
some and elevating influence on the spirit and attitude of their 
pupils, in respect to the subjects that they are teaching, they lack 
vision. They face schoolward rather than lifeward, and too often 
go through their lessons as so man} 7 routine tasks to be completed. 
That the exercises of the school receive their sanction for the require- 
ments of life and that effective instruction can go on only on the 
basis of interesting and meaningful activity on the part of the chil- 
dren, they often forget. As a consequence they attack reading, com- 



168 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

position, spelling, arithmetic, geography, etc., too much as set and 
formal tasks and not enough through the creation of situations that 
elicit the use and study of these subjects through the satisfaction of 
needs. Teachers are interpreters of life, and only by leading their 
pupils actively into an ever-widening control over the content and 
processes of life and an appreciative understanding of these can 
they initiate them into a meaningful mastery of the school arts. Any 
other basis of instruction centers the attention primarily upon forms 
and symbols and leads to the fault of verbalism. 

The cause of verbalism in teaching is often said to be the promi- 
nence of books in the schoolroom. This is true only in a superficial 
sense, for the prominence of books is in itself only a symptom of 
deeper causes that lie in the nature of the educative process itself. 

The life of the child and the life of the adult are in some respects 
far apart. The achievements of the race in science, art, skill, and 
ideals, which are the very foundation of adult activity, are not 
transmitted to the child through the channel of heredity, but must be 
mastered by him anew. 

The agency that has evolved to assist the child in mastering these 
achievements is the school. It is the function of the school to lead 
the child into a rounded and meaningful mastery over the life about 
him. But in performing this function the school is beset with a num- 
ber of obstacles. These are inherent, and all tend to bring about 
empty and formal results. They are (1) the isolation of the school; 
(2) the symbolic nature of much of our subject matter; (3) the con- 
finement of the child ; and (4) the limitations of the teacher. 

In order that the school adequately may supplement the give- 
and-take experiences of life and transmit the achievements in science 
and art, it must be organized into a separate institution and housed 
in its own building. This places the school largely outside of the 
very reality over which it should confer comprehension and mastery. 
Yet this isolation is in a measure unavoidable. 

The symbolic nature of subject matter is also largely unavoidable. 
The achievements of the race in literature and science and the de- 
scriptions of events and places from other times and countries are 
of necessity preserved in books. These contain the largest one of 
those elements that the informal experiences of life fail to give. 

The isolation of the school and the symbolic nature of subject mat- 
ter both operate to restrict the activity of the child while learning. 
The child must of necessity spend much of his time poring over 
books, and he must do this usually in the presence of others who are 
likewise engaged and must, therefore, not be disturbed. This tends 
to eliminate motor experiences, without which basal meanings can 
not be attained. 

The case in respect to the teacher is little better. He is a product 
of the routine of the schools, and he is usually a person who enjoys 



INSTRUCTION IN INTEEMEDIATE AND GRAMMAR GBADES. 169 

this routine for its own sake. Direct experience with the life from 
which this routine gets its significance he has had but little chance to 
get, and his knowledge of history, sociology, economics, political sci- 
ence, and educational theory, which might illuminate his work from 
the theoretical side, is usually very limited. Add to this the fact 
that he has to teach so many subjects, that he has time to master 
none, which is certainly the case in the upper grades of the ele- 
mentary school, and the picture is complete. 

This diagnosis makes it clear that the educative process is inher- 
ently exposed to verbalism. The obstacles in the way can not be 
removed once for all, but they must be continually met and overcome. 

In the first place, the teacher must realize that the processes of 
the schoolroom are not sufficient unto themselves, but have as their 
goal the interpretation of the processes of life. The circle of in- 
struction must not be limited to the schoolroom, but must be ex- 
panded to embrace reality. The pupil must be led to see that the 
problems that engage his attention have their setting in the world 
and not merely in the book. Geography treats of other people and 
places with which we are interrelated ; history traces the develop- 
ment of the customs and institutions in which we are now living; 
and reading, writing, spelling, language, and arithmetic are tools 
that are needed both in and out of school. Education is for life, and 
must in its processes of acquisition interlock with life. 

In teaching of this vital sort, books have an important place, but 
they must be viewed as means and not as ends. They hold a place 
in teaching similar to that held by guidebooks in travel. Just as 
it is the function of guidebooks to interpret places and buildings for 
the traveler, so it is the function of textbooks to interpret nature, 
institutions, and processes for the student. Both point beyond them- 
selves to the realities which stimulated their existence. The teacher 
and the personal guide again occupy similar positions. 

For the traveler to sit in his room and rest content with reading 
his guidebook would be absurd. He means to become directly ac- 
quainted with the scenes described in his book, and he means to do 
this through his own activity. The same two aspects are present 
in effective teaching. The reality studied must in some way be 
meaningfully present or represented, and the pupils' own sensory, 
motor, and reflective activities must be enlisted in becoming ac- 
quainted with this reality. What are the means available to teachers 
for providing these two aspects of this work ? 

On the side of exhibiting reality the following means appear to be 
available. They are arranged in their order of nearness to reality: 

1. Observation of reality — 

a. Through field trips. 

ft. Through field assignments. 

c. Through recall of past experiences. 



170 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

2. Specimens: 

a. Temporary: Botanical, geological, class experiments, etc. 

b. Permanent: Seeds, minerals, manufactured articles, etc. 

3. Models: Mostly geographical and physiological; globes, maps in relief, 

models of bodily organs, etc. 

4. Pictures : 

a. For class use: Motion pictures, slides, wall pictures. 
6. For individual use : Stereoscopic views, photographs, illustrations in 
books, etc. 

5. Maps and diagrams : In geography and other subjects. 

6. First-hand descriptions or sources, mostly in history and geography. 

These means should be considered as supplementing, not as dis- 
placing, the text. The text, aided by the teacher, is the depository 
that contains the theory that binds the concrete experiences provided 
for by these means into a unified and meaningful whole. The text, 
moreover, presents this theory in a rounded and systematic way and 
in a form adapted to the educational development of the learner. 

Field trips, sometimes inappropriately called school excursions, 
are well known. They may be effectively used in connection with 
home and physical geography, nature study, civics, local history, 
and industrial topics, but they consume much time and are difficult 
to manage. The same ends may often be just as effectively gained 
through field assignments in which the pupils are held individually 
responsible for their observations. 

Specimens, models, pictures, and maps, as well as scales, measures, 
and books may all be classed together as teaching material. No mat- 
ter how resourceful and efficient the teacher may be, he can not 
work with empty hands. In his own peculiar way he needs his 
tools, just as the physician, dentist, or artisan needs his. Investments 
in teaching material should be regarded in the same light as invest- 
ments in buildings, grounds, and teachers' salaries. Without an 
adequate supply of this material and the will to use it, especially in 
the elementary schools, teaching is likely to degenerate into empty 
form. 

The Elyria schools are poorly supplied with teaching material, 
and the little that is on hand is seldom used. There are not enough 
maps and globes to supply even all of its upper-grade teachers ; sets 
of dry and liquid measures were reported from only three of the 
seven buildings; unabridged dictionaries are few in number, and 
cyclopedias suitable for elementary-school pupils are lacking al- 
together. Nature cabinets were seen in two of the buildings, but only 
one of these appeared to be used, and that by only one teacher. 

A globe, a set of maps, an encyclopedia, and reference books suit- 
able for the grade should be found in each room above the third or 
fourth grade, but specimens, such as grains, seed pods, woods, min- 
erals, metals, manufactured articles, curios, classified pictures, and 



INSTRUCTION IN INTERMEDIATE AND GRAMMAR GRADES. 171 

the like, may be gathered in one place for the entire building. This 
means that in each building a school museum should be developed. 
The specimens and pictures should be labeled and systematically 
arranged and a card index of them should be kept. The needed cases 
and shelves could be made by the manual training department, al- 
though some would no doubt have to be bought. Perhaps some of 
the specimens would also have to be purchased, but in the main they 
should be gathered by the teachers and pupils with little or no ex- 
pense. The activity of the pupils especially should be enlisted in 
gathering them. This would be an interesting and educative ex- 
perience for them. And as an added incentive the label for each 
specimen should provide a place for the name of the donor. 

Elyria is fortunate in having vacant rooms in which the museums 
could be kept. The school libraries could be kept in the same rooms. 
In the future a museum and library room should be definitely pro- 
vided for in each building, and the supervising officers should see to 
it that the teachers get into the habit of using the material stored 
there. Merely to gather and store the material would be of little 
use, and there seems to be an inherent tendency for many teachers to 
neglect the use of the concrete. 

The initiation of the school museum must rest with the teachers 
and supervisors, but the necessary expenses should be borne by the 
school board. In the elementary school, and to a large extent also in 
the high school, the museum is quite as necessary as the library, and 
it should be provided for and supported in the same way. The ad- 
ministration of the museum must be worked out by the teachers of 
each building. Some teacher, usually some one other than the prin- 
cipal, should be placed in charge, and specific provision should be 
made to enlist the cooperation of a few of the older pupils. 1 

In respect to enlisting the activities of the pupils to a greater ex- 
tent than is now done the following means are suggested : (1) School 
credit for home work; (2) school and home gardening; (3) shop and 
laboratory work; (4) dramatic expression; (5) dramatization; (6) 
supplementary reports in class; (7) class discussion; (8) compo- 
sition. 

It is now well recognized in educational and psychological litera- 
ture that the act of learning requires expression as well as impres- 
sion. It requires the use of feeling, volition, and reaction as well as 
that of the senses and the intellect. Things, processes, and princi- 
ples are not known until they have been used. 

School credit for home work. — If the device known as school 
credit for home work is to become more than a mere fad in educa- 
tion, it must be linked with the actual work of the school. Corre- 
lated home work should be looked upon as an opportunity for using 

1 Helpful suggestions may be found in Perry's " Problems of the Elementary School," 
ch. 7. 



172 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

and applying the knowledge gained in the classroom. It should hold 
a position in physiology and hygiene, domestic art and science, nature 
study, agriculture, and stock raising similar to that held by labora- 
tory work in physics and chemistry, and it should be made an inte- 
gral and required part of the work. Credit in hygiene should be 
given more on the basis of hygienic living, such as washing and bath- 
ing regularly, keeping the teeth and finger nails clean, and sleeping 
with a window open, than on knowledge acquired. Similarly the 
home work done in cooking and baking, in sewing and cleaning, and 
in marketing and shopping should count in domestic art and science. 
Gardening may be made an integral part in the work of nature study 
and agriculture. 

Shopwork. — Shopwork has an established place in manual train- 
ing and laboratory work in the high-school sciences. More work of 
this nature is being introduced into the elementary schools of many 
cities through the adoption of the platoon system, generally known 
as the Gary plan. 

Dramatic expression and dramatization. — Dramatic expression 
may occasionally be used to good effect in history, civics, and litera- 
ture, and with younger children in practically all subjects. It con- 
sists in acting out the topic under consideration. Periods in history 
and scenes in literature may be readily acted out. When the pupils 
memorize set words and speak them in this acting, the process is 
usually called dramatization. Both of these means are time-con- 
suming, and so must be used in moderation, but as aids in gaining 
certain meanings they hold an important place. 

Eeports on topics supplementing the work of the text may often 
be used in history, geography, nature study, art, and literature. 
Cyclopedias and other reference books may here find a continual 
source of usefulness. Either oral or written, these reports afford a 
real opportunity for composition. Composition, however, has a 
value far beyond giving practice in writing. It compels one to think 
a subject through, to organize it, and to make it one's own. It may 
well form the capstone in the teaching of basal topics in all the 
school subjects. Bacon placed the right value upon it when he said 
that reading maketh the full man, speaking the ready man, and 
writing the exact man. Class discussion is in itself no insignificant 
means for enlisting the activity of the pupils in the process of learn- 
ing. Some of the teachers in Elyria are now using this to good 
effect, but more rely too much on the question-and-answer method 
and do too much of the talking themselves. These should learn to 
lift out the problems and relationships in the lessons in hand and to 
let the pupils wrestle with them. They should regard themselves 
more as leaders than masters, guiding the discussion by suggestions 
and questions but not monopolizing it. 



Chapter VIII. 

CIVIC EDUCATION. 



"Elyria, the 100 per cent city," is the slogan emblazoned at night 
in electric illumination over the city of Elyria, Ohio, and its railway 
approaches. 

On visiting the "special industrial class for boys" in this city a 
group was found at the blackboard working at problems in interest. 
When they had taken their seats the observer said: "Boys, I see you 
know something about percentage." 

"Yes," was the reply. 

"Then tell me the meaning of an electric sign that I see from my 
hotel window every night. Do you know what the sign is?" 

"Is it 'Elyria the 100 per cent city?'" one boy questioned. 

"That's it; what does it mean?" 

"It means a perfect city," was the prompt reply. 

"Well, is it true?" 

"No ! " in emphatic chorus. 

"Then why the sign?" 

"It means that Elyria ought to be a perfect city," one boy ventured 
after a pause. 

"In what way does Elyria fall short of 100 per cent?" 

"In cleanness," said one. 

"What per cent clean do you think Elyria is?" 

"About 70 per cent," one guessed. 

"Are there other ways in which Elyria falls short of 100 per cent?" 

"In pavements," said one. "In taking care of garbage," said an- 
other. 

"What is the matter with the pavements?" 

"Some streets are not paved at all, and the pavements in other 
streets are bad." 

"And what happens to the garbage?" 

"Some of it is thrown over the bank of the river." 

"What is wrong with that?" 

"It makes the river dirty." "It is not good for the health." 

"Does it affect the city's drinking water?" 

"No; the drinking water comes from Lake Erie and there isn't 
any better water." 

"Is it pure?" 

"Yes." 

173 



174 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

"It's good to find one way in which the city approaches 100 per 
cent, isn't it?" 

"Yes; and it's a 100 per cent business city, too. There isn't any, 
better business city in the country." 

"Are the schools 100 per cent?" 

"No." 

"Is it possible for a city to be a 100 per cent city without having 
100 per cent citizens ? " 

"No." 

Elyria is a fairly typical American community. It is doubtless 
above the average of cities of its class in some respects; it may be 
below the average in other respects. It is not imagined that the 
Elyrian believes in 100 per cent perfection at the present time, or 
even in the possibility of attaining to that goal literally in the future. 
But at least an influential portion of the population is ambitious to 
approximate this high standard of civic efficiency as closely as 
possible. 

The relation between 100 per cent citizens and a 100 per cent city is 
indeed a vital one. No city can be a 100 per cent city, nor hope even 
to approximate it, that does not make provision for the citizenship 
training of its youth. The public school is par excellence the agency 
which the community has established for this purpose. How far it is 
accomplishing the purpose in Elyria this chapter is to discuss. 

THE SPECIAL INDUSTRIAL CLASS FOR BOYS. 

The special industrial class is comprised of boys selected from that 
group of pupils who, according to the standards of the school, have 
fallen furthest short of 100 per cent perfection. They are com- 
monly known as " failures." The application of the word " failure " 
to school children is probably no more common in Elyria than else- 
where, but it is frequently made. A primary teacher remarked in the 
hearing of her 27 children, " This row [of 6 children, some of them 
of foreign parentage] are failures." Almost 25 per cent of this class 
of 6 and 7 year olds are thus stigmatized as failures almost before 
they have made a start in life. A big boy in high school was pointed 
out as taking ancient history for the fifth time. His progress in 
other studies was said to be about equally slow. He is a " failure." 
He has some excellent qualities and some " interests," but " they are 
interests for which the school does not provide." In the elementary 
schools of Elyria 19 pupils are reported (in addition to the 18 boys 
in the special industrial class) who are three or more years behind 
their age grades ; 71 who are two to three years behind ; 162 who are 
one to two years behind ; and 438 who are one-half to one year behind. 
Together these constitute more than 30 per cent of the enrollment in 
the elementary grades. 



CIVIC EDUCATION. 175 

Has not the word " failure " been applied in the wrong place ? 
Which are falling furthest short of the 100 per cent mark, the com- 
munity's children or the community's schools? Of course, failure on 
the part of a pupil means failure only in the studies he is taking; 
happily it does not necessarily mean failure in life. We know that a 
boy will not necessarily be a failure in life because he does not learn 
nor like ancient history or algebra, or any other particular subject. 
But failure in studies does mean retardation, and retardation is very 
likely to mean discouragement and therefore ultimately failure of a 
more serious kind. It becomes extremely important, therefore, to 
discover where the failure lies and to determine what the school and 
the community can do to remedy it. 

Of the 18 boys in the special industrial class, 6 are designated as 
"unreliable," "untruthful," "bluffer," "truant," "selfish," "lazy," 
"without ambition"; 1 is reported as "criminal." But even these 
personal characteristics, to which is attributed in large measure the 
" failure " of the boys, are themselves the result, in part at least, of 
physical and social conditions that fall far short of the 100 per cent 
mark, and the boys can not be held responsible for them. Most of 
the boys have physical defects that might easily contribute to their 
backwardness in school. These are mostly preventable or remedi- 
able, such as bad teeth and eyes; 100 per cent medical inspection in 
the early grades might have saved some of these boys. Fully half 
of the boys, including most of those with bad personal qualities, come 
from homes that are far from 100 per cent good ; in some cases almost 
100 per cent bad. 

Moreover, there is nothing that is more likely to make a boy a 
bluffer, or a truant, or lazy, or ambitionless, than the daily grind of 
work that makes no appeal to his interest in life, or that is not at 
least relieved by work that makes this appeal. Of the 18 boys in 
the class, 10 are reported as " fine boys " or " good boys," and another 
is " doing fine work in this class " although with a bad past record 
against him. They are in the class merely because they could not 
" get along " in the regular system of the graded schools, and took no 
interest in the work offered there. 

The special industrial class is inadequately equipped. It does 
have the use of the well-equipped woodworking shops of the high 
school; but the room which they occupy for their academic work, 
while large and light, has not been made attractive for boys. The 
walls are barren and dismal ; there are no pictures or " exhibit mate- 
rials" that interest boys; the furniture is old and miscellaneous, 
giving a makeshift appearance and calling forth an apology from 
the teacher. There is no playground. The boys have no gymnasium 
work, the high-school gymnasium not being available during school 
hours, and most of the boys having to work after school. 



176 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Nevertheless, in some respects the work in this class is better than 
much of that seen in the regular graded classes. This is because the 
"system" has been in larger measure adjusted to the pupils by the 
organization of their work around their life interests. 

Approximately one-half of the school day is given to shopwork 
and drawing — activities that hold the interest of the boys. The aca- 
demic work which occupies the other half-day is to a considerable 
extent organized in relation to the manual work, though much more 
might be done in this direction. The teacher puts a good deal of 
vitality into the academic subjects. The geography, for example, is 
largely industrial geography and is taught in its practical relations 
to life. It is taken up through such books as Chamberlain's How We 
Are Fed and How We Are Clothed, which also serve as material 
for the reading lesson. The subject of reading, which includes 
language work, spelling, and writing, is based, not upon formal 
reading or language texts, but upon such supplementary material as 
Brown's Good Health for Boys and Girls, Jewett's The Body at 
Work, Gordy's American History, and such magazines as Popular 
Mechanics and Popular Science. Even trade catalogues describing 
mechanical apparatus, etc., are made the medium for learning to read 
and to spell. Burton's Shop Projects Based on Community Prob- 
lems gives a civic turn to the shopwork. 

In other words, the attention of the boys is focused more definitely 
upon a subject matter that is of direct interest to them because of its 
relation to life than upon the mechanical processes of learning to 
read, write, and spell. They are not particularly interested in " learn- 
ing to read," but they are intensely interested in " learning to read 
popular mechanics and popular science." 

Although the above paragraphs fairly represent the evident aim 
in the special class, the aim is not attained to the extent that it should 
be. There seems to be, even here, a fear of departing too widely 
from the formal course of study prescribed for the regular grades. 
When asked for the course of study of the boys who were doing 
eighth grade work, the teacher said " arithmetic, reading, geography, 
drawing, and manual training." The same reply was given regard- 
ing the work of the lower grades. When asked about history, hy- 
giene, and other content subjects, the reply was that these were 
" supplementary to reading" ; and this in spite of the fact that in 
practice, so far as observation indicated, the reading was really sup- 
plementary to the content subjects. 

With a group of boys of this sort, at least, why not depart en- 
tirely from the formalism which has been a cause of their undoing in 
the regular grades, and substitute a course of study that might read 
something like this: Physical development, including both physical 
training and the study of personal and community hygiene; me- 



CIVIC EDUCATION. 177 

chanics, including both shop practice and the study of popular me- 
chanics; science, which should be related to physical development 
and to mechanics and include much nature study and geography; 
industry, correlated with geography, mechanics, and science, and 
affording opportunity for a discussion of vocations; and citizenship 
or community study, based largely upon observation of the com- 
munity life about them. Then let the processes of learning to read 
and use the English language and of mathematical calculation be- 
come more largely a by-product of the entire course. Why not, in 
other words, give formal recognition to the principle which the 
teacher of this class is trying to apply with more or less success with 
the faulty machinery at his disposal ? 

THE ELEMENTARY SCHOOLS. 

A glance at the elementary course of study (1915) gives the im- 
pression that the children of Elyria are constantly engaged from the 
first grade to the eighth with the formal processes of reading, lan- 
guage, spelling, grammar, number work or arithmetic, and mem- 
ory training exercises. The community has a right to expect that the 
product of its schools shall have been taught to read and use the 
English language and to perform the essential arithmetical proc- 
esses. Still, the reason why Elyria has a special industrial class 
for boys is not because of a fear that these 18 boys will not use cor- 
rect English or know how to compute interest, but because of the 
fear that these derelicts of the school system will not be good citi- 
zens. The chief concern of the community with respect to its schools 
is whether they are constructively developing a 100 per cent citizen- 
ship. That the net influence of Elyria's schools does make for a 
better citizenship is not questioned, and some of their work is aimed 
consciously to cultivate good civic qualities and habits. But on the 
whole the civic educational purpose of public education is obscured 
and even negatived by the stress laid upon mere formal intellectual 
discipline. 

The only direct civics instruction offered in the elementary schools 
of Elyria consists of a brief study of the Constitution of the United 
States appended to the course in American history and the reading 
of an elementary civics reader during about six weeks of the last 
half of the eighth grade. It is obvious that very little real prepara- 
tion for citizenship can be accomplished with children in this brief 
time. The comments of teachers and principals indicated that much 
of this work is perfunctory. In the study of the Constitution the 
children are supposed to learn a few cold facts about the organiza- 
tion of our Government. In the supplementary reading the civics 
reader is read through with a minimum of discussion, the amount 
61564°— IS 12 



178 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

depending upon the interest of the teacher in the civic content as 
distinguished from the reading lesson. It can be said with almost 
literal truth that there is no direct civics instruction worthy of the 
name in the Elyria elementary schools. A number of the teachers 
expressed the wish for something more vital. 

Of the other elementary social studies, history affords the richest 
opportunity for direct civic instruction. That provided for in the 
course of study is as follows : 

Fourth grade, Eggleston's Short Stories from American History (supple- 
mentary reading). 

Fifth grade, Eggleston's Short Stories from American History (supple- 
mentary reading). 

Sixth grade, B division: BlaisdelPs Story of American History (supple- 
mentary reading). 

Seventh grade, B division: First Steps in History of England (reading). 

Seventh grade, A division : American history. 

Eighth grade, B division: American history (continued). 

Eighth grade, A division: American history (completed). 

American history rightly holds the dominant place in the history 
instruction of an elementary school. In Elyria it is the only history 
taught, except for the half-year's reading course in First Steps in 
English History in the seventh grade. A definite civic purpose 
doubtless dictates the relative prominence given to the subject, for 
familiarity with the history of our country is supposed to breed 
patriotism. That the subject as taught in the Elyria schools has a 
certain civic value is not questioned; but that value is far below what 
might be derived from it. This again is due to the formalism of in- 
struction, the lack of relation of the subject to the experience of the 
children and to other subjects of instruction. The children are learn- 
ing so many pages of facts each day and the teachers (generally 
speaking) are devoting every energy to " completing the book." 

The study of geography begins in the third grade as supplementary 
reading, the reader being entitled " home geography." The title of 
this supplementary reading course is justified only because the book 
used is so entitled. Few of the teachers Beem to recognize that " the 
geographic world is in the neighborhood; it needs only to be dis- 
covered." Excursions into the neighborhood to observe nature are 
rarely made. Teachers who acknowledge the value of such first- 
hand observation say that it is impracticable under existing condi- 
tions. The chief difficulty mentioned is the fact that each teacher has 
two grades in her care, and is unable to leave one to go out with the 
other. One teacher spoke of occasional excursions in the immediate 
neighborhood of the school when a practice teacher is available to 
take charge of the room. 

In the fourth grade geography becomes an independent subject 
and so continues into the seventh grade. It is supplemented in the 



CIVIC EDUCATION. 179 

fifth and seventh grades with further " supplementary reading " of 
a geographical character. But almost without exception it is of the 
purely textbook type. The textbooks used are among the best pub- 
lished; but the best of textbooks can not vitalize the subject unless 
their content is constantly interpreted in terms of the pupil's experi- 
ence, and correlated with other work that the pupil is doing or has 
done and with subjects about which he is thinking. Some attention 
is given to a study of occupations in connection with geography, and 
the industries of Elyria are sometimes discussed to a slight extent. 
Elyria is an important industrial center, and is in the heart of a 
great industrial region. This important fact should afford a vital 
point of departure for much of the geographical study instead of 
being given mere casual notice. 

The course of study suggests that in the sixth grade there should 
be " discussions through the year in the history of Elyria, its geog- 
raphy, beauties, industries, scenery, growth, institutions of most in- 
terest and value." The suggestion does not seem to be followed in an 
organized way. This sort of study should not be left to chance, nor 
be limited to the sixth grade. The meaning of our national life, and 
even of world relations, becomes vastly clearer to children when it is 
interpreted in the terms of, and in relation to, local community life. 

In all of the schools of Elyria one full period a week is set apart 
for the study or reading of " Current Events." This exercise is too 
often treated as a mere reading lesson, and too seldom with any vital 
relation to the work in geography, history, hygiene, etc. Only a few 
of the teachers make good use of this little paper, yet, as a rule, the 
children seem to take great pleasure in the current-events hour. 

Instruction in hygiene is now given in all grades, varying in differ- 
ent schools and in different grades from 15 minutes to about 40 
minutes per week until the eighth grade is reached, when the average 
time per week for all schools is 72 minutes for the B division and 110 
minutes for the A division. In the fourth grade Good Health for 
Boys and Girls is read as supplementary reading in most of the 
schools, and in the seventh grade a Primer of Sanitation is read in 
three schools. 

Hygiene instruction has a civic bearing in two ways — because of 
the close relation between physical fitness and efficient citizenship. 
and because of the relation of the subject to public hygiene and 
sanitation. 

We are only beginning to appreciate properly the civic responsi- 
bility of the school for the physical fitness of the rising generation. 
It is the foundation of national efficiency in times of peace as in 
times of war. Civics and health are vitally related, and the schools 
of the country are gradually awakening to the fact. Instruction in 
hygiene should be continuous throughout the school course, as it ap- 



180 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

pears to be in Elyria, and it should be correlated closely with continu- 
ous physical training, play, medical inspection, clinics, etc. The ex- 
cellent, but inadequate, clinical work of the Elyria schools is treated 
elsewhere in this report (p. 40). 

Comparatively little attention is given in Elyria, apparently, to 
the larger problems of public health and community cooperation 
through government and otherwise for health conservation. 

Reference has been made to the disproportionate emphasis given in 
the course of study to the formal subjects (the three R's) as compared 
with the subjects with a distinctly social content. The subject of 
reading in the Elyria schools has a large social content, and could be 
made a potent factor in the civic education of the child. The criti- 
cism is not that reading is made a channel for social and civic in- 
struction, but that such a large part of the social content of the course 
of study is included in the reading course and then obscured by the 
drill in the technique of reading. 

As far as could be discovered, the work in language, spelling, 
writing, arithmetic, and drawing has little, if any, direct or conscious 
relation to the social life of the pupils, except in the industrial class 
for boys. 

The criticisms that have been made will have a clearer meaning and 
a more constructive value by contrasting the organization and meth- 
ods in Elyria with those found elsewhere. Only brief suggestion 
can be given here. 

In the schools of Indianapolis, for example, the children are drilled, 
and drilled thoroughly, in the use of the English language, but the 
point first emphasized in the published course of study is that — 

language lessons should be based upon the experience of the pupil. These 
lessons may be connected with reading, with stories told by the teacher, with 
nature study, with pictures, and with incidents of home and school. 

The aim is — 

to make of education, not a process of instruction in a variety of subjects, but 
a process of living, of growth, during which the various relations of life are 
unfolded — civic, geographical, historical, ethical, vocational, etc. 

The school life is a life of constructive activity. Soon after school 
opens in the fall the children of the first grade begin making simple 
Christmas presents for the various members of their families. They 
may also furnish a doll's house. Meanwhile, home stories are read 
and told to the children, including home stories from nature, and 
conversations are held regarding — 

The family : What parents do for children ; how children may show their grati- 
tude ; helpfulness ; care of toys, furniture, clothing ; sharing of pleasures ; re- 
spect for age ; work of each in the service of the whole. 

This " doing things and talking about things " not only afford the 
opportunity and the material for training in the use of English, but 



CIVIC EDUCATION". 181 

the content relates to group activities and relations in the home, 
constituting the beginning of a continuous course of social and civic 
training that runs throughout the grades. 

Frequent short excursions in the immediate neighborhood are 
made, during which the children have opportunity to observe the 
flowers, the birds, and the animals of the home district, and the rain, 
snow, frost, clouds, wind. This is the beginning of nature study 
(sadly lacking in the Elyria schools) and of geography, which are 
continuous throughout the elementary school and afford further ex- 
perience materials for training in the use of language. 

In the second grade this nature study and home geography are 
continued but the story of Eobinson Crusoe is taken up and studied 
for five weeks — 

the story of a single-handed struggle with nature, emphasizing by contrast our 
dependence upon community life. 

At the same time the children are studying their own home life 
" in contact with activities of the community " : 

How the community serves the home. Representatives of the community 
who come to the home : The milkman, the garbage man, the postman. How 
the home serves the community : Care of premises ; conduct toward neighbors ; 
conduct in stores ; etc. 

Hiawatha's childhood is also studied in this grade, giving oppor- 
tunity for a study of Indian family life and a comparison of it with 
their own home life and the life of Robinson Crusoe. 

By means of these and other stories, historical as well as geo- 
graphical concepts are introduced — the idea of change and develop- 
ment in modes of life, etc. Included in the considerable list of stories 
of this grade are such as The Carpenter, The Baker, Shoemaker and 
Elves, The Flax, A Visit to the Weaver, which are correlated with 
much of the work described above and emphasize occupational life. 
The children model in sand a village street or a city thoroughfare 
and engage in clay work and basketry, making objects suggested by 
the story of Crusoe and of Hiawatha. Meanwhile, they are drilled 
constantly in the use of language, not as a separate thing, but because 
they have to use language in reproducing the stories of the grade 
and in conversation relating to concurrent activities. 

Even the learning of the simple arithmetical processes is correlated to some 
extent with the general civic or social idea of the grade. The young children 
frequently make visits to the grocery or market on errands for the home. In 
one second-grade class visited the children were reporting to the teacher the 
current prices of meats, groceries, and provisions of various kinds. " Commit- 
tees " of children were made responsible for ascertaining the prices of particu- 
lar articles, taken largely from the sales checks accompanying each purchase. 
Boys whose fathers had groceries or meat markets were sometimes called upon 
to verify doubtful reports. The data thus gathered were used as the basis for 
arithmetical work. 



182 EDUCATION- AL SURVEY OF ELYRIA, OHIO. 

Even in the first grade the teachers are instructed to — 

teach the relative value of numbers through 10, by games, building, drawing, 
and pictures. Also, incidentally, in the general work of the school, in arrang- 
ing and distributing material, and in all situations where a knowledge of num- 
bers is necessary. The teacher must take the time to direct the activities of the 
children in such a way as to make necessary the learning of numbers in certain 
exorcises. 

A description of the organization of social study in the elementary 
grades of Indianapolis is given in Bulletin, 1915, No. 17. United 
States Bureau of Education. Suffice it to say here that it culminates 
in the eighth grade with a course in " community civics, which is inti- 
mately correlated with the other work of the same grade and is in 
truth a ' crowning course ' in the organized civic education of the 
child in the elementary schools." 1 From first grade to eighth the 
civic value of the course of study lies in its organization around the 
social experience of the children. In gathering materials for the 
lessons, whether in civics or arithmetic; in conferring with parents; 
in errands to the store; in choosing committees to do certain things; 
in comparing experiences; and in many other ways, the pupils not 
only get practice in group action and in dealing with real situations, 
but they also acquire a fund of experience which serves as a basis 
for much of their instruction. 

The formal type of textbook instruction prevalent in the Elyria 
schools is. inconsistent with such group activity, and really precludes 
it. Moreover, where instruction has so little relation to the pupil's 
experience and surroundings one would hardly expect to find much 
exhibit material, or other material aids, in the classroom. One 
teacher held in her hand a cotton pod during a lesson on the cotton- 
growing States, which is noteworthy because of the exceptional oc- 
currence of such use of illustrative materials. In another room a 
small table contained a few old magazines and perhaps a dozen an- 
cient stereoscopic views of no particular educational value. The 
teacher said these were for the amusement of the children in leisuie 
time and not used in connection with instruction. In a first-year 
high-school history classroom, a machine for projecting images of 
opaque objects upon a screen was observed. The teacher said this 
was used by a science class that occupied the same room at another 
period; it had not occurred to her that it could be a valuable ally in 
her own work. The teachers of Elyria have apparently not learned 

1 The Board of Education of Indianapolis publishes pamphlets containing the courses 
of study in the several subjects of the curriculum — English, mathematics, geography, 
history, civics — with full instructions to teachers as to method of handling. 

The chapter on civic education in the report of the United States Commissioner of 
Education on the schools of San Francisco discusses in detail the course of social study 
and the methods of instruction. 

See also " The Teaching of Community Civics," Bulletin, 1915, No. 23, and " Social 
Studies in Secondary Education," Bulletin, 1916, No. 28, U. S. Bureau of Education. 



CIVIC EDUCATION-. 183 

of the rich variety of material aids available to keep the children's 
minds centered upon the realities of life ; or the methods of instruc- 
tion preclude the use of such material except in an artificial manner. 

THE HIGH SCHOOL. 

THE COURSE OF STUDY. 

The Elyria High Scjiool offers the following social studies : 

First Year. — General history, including ancient, medieval, and modern Euro- 
pean history ; entire year ; textbook, Myers's General History. 
Second Year. — English history; entire year; textbook, Wrong's History of the 
British Nation. 
Industrial history ; second half-year ; textbook, Moore's Industrial History 

of the American People. 
Commercial geography ; second half-year ; textbook, Brigham's Commercial 

Geography. 
Commercial law; first half-year; textbook, Goro's Commercial Law. 
Third Year. — No social study offered. 

Fourth Year. — American history ; entire year ; textbook, Channing's History of 
the United States. 

Many pupils defer second-year subjects until the third year, and 
some third-year pupils take American history. 

There is no separate course in civics or government, though some 
attention is given to the subject in American history. Neither is 
there a course in economics, though there are three courses of definite 
economic content. 

The high-school pupils have choice of four curricula which are 
designated in the last published course of study (1915) as " classical," 
" science," " commercial," and " industrial." At present there seems 
to be no definite recognition of the science course, a " mixed " course 
being mentioned instead, which seems to include pupils who are not 
definitely enrolled in any of the other three courses. 

Of 600 pupils responding to an inquiry, 216 reported taking the 
classical, 89 the commercial, 198 the industrial, and 89 a " mixed " 
course. 

. The curricula differ little with respect to the social studies included. 
General history is required of all pupils, except that it is said to be 
optional with science in the commercial course. English history is 
required of classical pupils only. It is elective for all others. Sub- 
jects that have a peculiarly important relation to commercial and in- 
dustrial training, such as commercial geography and industrial 
history, are elected equally, and in some cases to a greater extent, by 
classical pupils. 

The following tables are based on returns obtained directly from 
the pupils. They are not absolutely accurate. It was discovered too 
late to be remedied that some pupils reported twice from different 



184 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



rooms. Such cases are probably not sufficiently numerous to vitiate 
the general conclusions. At the time of the inquiry the total enroll- 
ment in the school was close to 650; the number of individual reports 
received is 600. 

No table is shown for general history, inasmuch as it is said to be 
a required course except for commercial students, who may elect 
science instead. Conflicting statements were made on this point. 
From the returns obtained the following facts appear: 95 per cent 
of all first-year pupils are taking or have had general history; 92 
per cent of all second-year pupils and 88 per cent of all third and 
fourth year pupils are taking or have taken the subject. The subject 
is taken almost as generally by pupils in the commercial course as by 
others (90 per cent in the first year, 91 per cent in the second year). 



Table 1. 



-English history — Number of pupils in each of the four curricula icho 
are taking or have taken it. 1 





Classical. 


Commercial. 


Industrial. 


Mixed. 


Total. 


Pupils. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 

subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Second year: 


23 
35 


18 
32 


18 






46 
15 


11 



12 
12 


4 
2 


87 
80 


33 




34 






Total 


58 


50 


21 





61 


11 


24 | 6 


167 | 67 


Third year: 


14 
38 


13 

27 


6 

4 




1 


25 
14 


2 
6 


15 
14 


8 
11 


60 
70 


23 




45 






Total 


52 


40 


10 


1 


39 


8 


29 i 19 


130 1 68 


Fourth year: 


24 


4 

17 


2 
3 






15 
9 


1 

4 


11 
13 


4 
8 


35 
49 


9 




29 






Total 


31 


21 


5 





24 


5 


24 j 12 84 


38 



1 Only 2 first-year pupils are taking the subject. 

Although English history is ; ' required " of classical pupils, only 
about two-thirds of the present fourth-year classical pupils have 
taken it. Only 1 out of 39 commercial pupils and 24 out of 64 indus- 
trial pupils in the last three years of the high-school course have 
taken the subject. English history is more popular with the girls 
than with the boys. In the second year, 34 out of 80 girls have 
elected the subject, as against 33 out of 87 boys; in the third year, 
45 out of 70 girls, as against 23 out of 60 boys; and in the fourth 
year, 29 out of 49 girls, as against 9 out of 35 boys. 



CIVIC EDUCATION". 



185 



Table 2. 



- American history — Number of pupils in each of the four curricula 
who are taking or have taken it. 1 





Classical. 


Commercial. 


Industrial. 


Mixed. 


Total. 


Pupils. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 

subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Third year: 


14 

38 


4 


6 

4 






25 
14 


1 



15 
14 


6 
2 


60 
70 


8 


Girls 


6 






Total 


52 


5 


10 





39 


1 


29 | 8 


130 


14 


Fourth year: 


7 
24 


4 
9 


2 
3 


1 




15 
9 


4 
4 


11 4 

13 | 6 


35 
49 


13 




19 






Total 


31 


13 


5 


1 


24 | 8 


24 j 10 


84 


32 



1 Only 4 of the first and second year pupils have taken the subject. 

Only 32 of the 84 pupils in the present fourth-year class and 14 
out of the 130 in the third-year class have elected American history. 
The records of the classes graduating in the past five years show 
that fully 50 per cent of the pupils entering the high school do 
not reach the third year and therefore have no course in American 
history. However, those who take the course in industrial history 
get an aspect of United States history (see Table 3.) 



Table 3. 



-Industrial history — Number of pupils in each of the four curricula 
who are taking or have taken it. 1 





Classical. 


Commercial. 


Industrial. 


Mixed. 


Total. 


Pupils. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Second year: 


23 
35 


3 


18 


1 

1 


46 
15 






12 
12 


1 



87 
80 


5 


Girls 


2 






Total 


58 


4 


24 


2 


61 





24 


1 


167 


7 


Third year: 


14 


7 


6 
4 





25 

14 


1 


15 
14 


4 
2 


60 
70 


7 




10 






Total 


52 


8 


10 


1 


39 


2 


29 


6 


130 


17 


Fourth year: 


7 
24 




1 


2 
3 


2 

3 


15 
9 


13 



11 
13 


5 

7 


35 
49 


20 


Girls .. 


11 






Total 


31 


1 


5 


5 


24 


13 


24 


12 


84 


31 



No pupils in the first year have taken industrial history. 



186 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



Industrial history of the United States is offered as a half-year 
course in the second year. Only 7 out of 167 pupils in the present 
second-year class are taking it; 4 of these are classical pupils, 2 com- 
mercial pupils, and no industrial pupils. Of the 17 in the third year 
who have elected this subject 8 are classical (7 of them girls), 1 
commercial, and 2 industrial. The other 6 are not classified. In the 
fourth-year class, four-sevenths of the boys have taken this sub- 
ject, and less than one-fourth of the girls. Of the 31 fourth-year 
pupils who are now taking this subject, 13 are industrial, 5 commer- 
cial, and only 1 classical; 12 are unclassified. 

The teacher of this class asserted that it is composed largely of 
pupils who have failed in geometry. That is, it seems to be a sort 
of refuge for those who have marked inability in the latter subject 
but who must have something to do, instead of a positive oppor- 
tunity for those for whom industrial history might have especial im- 
portance. 



Table 4. — Commercial geography. — Number of pupils in eacl 
curricula who arc taking or hare taken it, 1 



of the four 





Classical. 


Commercial. 


Industrial. 


Mixed. 


Total. 


Pupils. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 

subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 

87 
80 


Num- 
ber tak- 
ing the 

subject. 


Second year: 


23 
35 






6 
18 


1 

2 


46 
15 






12 
12 


1 







2 






Total 


58 





24 


3 


61 





24 


1 


167 


4 


Third year: 


14 

38 






6 
4 


6 

1 


25 
14 


1 



15 
14 


4 
1 


P0 
70 






2 






Total 


52 





10 


7 


39 


1 


29 


5 


130 


13 


Fourth year: 


7 
24 






2 
3 


2 
3 


15 
9 


2 
2 


11 
13 


4 

6 


35 
49 






11 






Total 


31 





5 


5 


24 


4 


24 


10 


84 


19 



No pupils in the first year have taken this subject. 



CIVIC EDUCATION-. 



187 



Table 5. 



-Commercial law — Number of pupils in each of the four curricula who 
are taking or have taken it. 





Classical. 


Commercial. 


Industrial. 


Mixed. 


Total. 


Pupils. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


Num- 
ber re- 
ported. 


Num- 
ber tak- 
ing the 
subject. 


First year: 


36 
39 


1 

10 


11 
39 



1 


46 
28 


1 
2 


5 
7 



1 


113 


2 


Girls 


14 






Total 


75 


11 


50 


1 


74 


3 


12 


1 


211 


16 


Second year: 


23 
35 






6 
18 






46 
15 


2 



12 
12 






87 
SO 


2 


Girls 









Total 


58 





24 





61 


2 


24 





167 


2 


Third year: 


14 

38 


8 
35 


6 
4 


2 
3 


25 
14 


16 
12 


15 
14 


9 
11 


60 
70 


35 




61 






Total 


52 


43 


10 


5 


39 


28 


29 


20 


130 


96 


Fourth year: \ 


7 
24 


3 
15 


2 


2 
3 


15 
9 


3 
5 


11 
13 


2 

5 


35 
49 


10 




28 






Total 


31 


18 


5 


5 


24 


8 


24 


7 


84 


38 



An interesting feature of this table is the remarkable popularity 
of commercial law shown among the girls, and especially girls of the 
classical course. 

Table 6. — Number of social studies taken by the members of the present senior 
class during their high-school course. 



Pupils. 



No pupil has taken 

2 of the 35 boys and 1 of the 49 girls have taken. 

6 of the 35 boys and 14 of the 49 girls have taken 

7 of the 35 boys and 17 of the 49 girls have taken 
16 of the 35 boys and 12 of the 49 girls have takei 
4 of the 35 boys and 5 of the 49 girls have taken . 



Social 
studies. 



It is clear from this table that the number of social studies offered 
indicates little as to the number taken by the pupils. Nearly one- 
half of the boys have taken only two social studies, and only one- 
fifth of them have taken three out of the six offered. The girls 
have taken more; more than one-third of them have taken three, and 
two-sevenths of them have taken four. But almost one-fourth of the 
eirls have had but two. 



188 



EDUCATIONAL SURVEY OP ELYBIA, OHIO. 



The members of the present senior class have made the following 
combinations of their social studies during their high-school course : 

Table 7. — Combinations of social studies by the members of the senior class. 



History— General, English, American, industrial; geography; law. 



Boys. 



Combinations of 5 social studies. 

General, English, American, industrial history; geography; . 

General, English, American, history; geography; law . 



Combinations of 4 social studies. 



history; — 
history; geography; 



-; law. 



General, English, American, — 
General, English, American, — 
General, English, American, industrial history; 

General, English, , industrial history; geography; . 

General, , American, industrial history; ; law.. 

General, , , industrial history; geography; law. . 

General, , American, industrial history; geography; . 

, , American, industrial history; geography; law. 



Combinations of S social studies. 



General, English 
General, English 
General, English 

General, 

General, 

General, 

General, 

General, 



American, history, — 

, history; — 

, industrial history; — 

American, history; — 

American, industrial history; — 

, industrial history; 

, industrial history; geography; . 

, history; geography; law . 

, industrial history; geography; law . 



-; law. 
law. 



General, English 

General 

General 

General 

General, 



-, English 



Combinations of S social studies. 



history; • 
• history; 



industrial history; 



history; geography, 

history; ; law. 

history; ; law. 

history; : law . 

industrial history; ; law . 

Those taking 1 social study. 



history; 

history; - 

history; 

industrial history; ■ 
■ history; ■ 



Number of boys and girls of present senior class taking history course. 



Subje; ts. 


Of 35 
boys. 


Of 49 
girls. 




31 
13 
9 
6 
6 
20 
3 


43 




19 




29 




10 




2 




11 












Conclusions. — The foregoing tables indicate that, while the high- 
school course of study is organized in several curricula apparently 
to provide for the requirements of well-marked groups of pupils, 
and while several social studies are offered that have special relation 
to industrial and commercial life, subjects are not elected nor com- 



CIVIC EDUCATION. 189 

binations of subjects made by individual pupils with sufficient re- 
gard to their relation to each other or to the pupils' own aims and 
requirements. The tables also show the wide divergence between 
the social studies offered and those taken. 

Too few pupils are receiving instruction in American history. 
This is especially significant from the standpoint of education for 
citizenship. 

No instruction is given at all in modern or recent European his- 
tory, except a very inadequate amount at the end of the course in 
general history. Social study, other than history, is very inade- 
quately provided for. 

METHODS OF INSTBTJCTION. 

Whatever their other values, the social studies, including history, 
present rich opportunity to prepare the pupil for citizenship. The 
extent to which this opportunity is realized depends in part upon 
the organization of the course of study, as discussed in the previous 
section, but even more upon methods of instruction. 

Undoubtedly more attention should be given to a consideration of 
our governments than is given casually in the Elyria High School in 
connection with American history. Yet much of the instruction in 
government given in American high schools is of relatively small 
value as a means of training for active, effective citizenship. The 
mere introduction of a separate course in government is of small 
importance as compared with the development of the full civic value 
of the social studies already offered. 

American history. — "To produce a fine type of citizen" is given 
by the teacher of American history as the chief aim of instruction 
in that subject. Frequent observation of the work of the classes, full 
discussion with the teacher, and some slight discussion with the 
pupils themselves indicated that an intelligent effort is made to 
realize this aim. 

Opportunity is found to teach the pupils something about the 
nature of our Government. Biographical study, which may be a 
fruitful source of patriotic and civic inspiration, also finds its place. 
But the chief point of excellence is that, although the purpose of 
helping the class to understand past events and conditions was ap- 
parent, a purpose was even more evident to interpret present conditions 
and problems in the light of the past. Instruction in these classes is 
limited by the scope of the textbook less than in any others observed. 
The starting point of the lesson is just as likely to be a situation 
existing to-day, or an occurrence of yesterday, as an event of the 
period under consideration. And whether the starting point is in 
the present or in the past, whether it is something in the textbook 
or a piece of news in the morning paper, the relations between past 



190 EDUCATIONAL SURVEY OF ELYEIA, OHIO. 

and present are emphasized. It is this interpretation, not merely of 
the present but especially of the pupil's present experience, that gives 
to history instruction one of its chief civic values and opportunities. 

A second point of excellence in the American-history instruction is 
the conscious development of civic traits and habits. There is more 
discussion in these classes than in most of the classes visited, discus- 
sion of a kind to develop judgment and initiative on the part of the 
pupil. An unusual spirit of cooperation prevails. The community 
spirit is marked, and the relation between teacher and pupils is that 
of cordial cooperation for class ends. For example, when the teacher 
was asked for certain data regarding pupil activities her pupils were 
called into service at once to compile the information, which was 
placed at the disposal of the investigator the next day, and the class 
was interested in the effort. This method of obtaining information 
may not seem remarkable, but the point is that it seemed to be habitual 
in these classes ; it was a matter of course that all had an interest in 
the question in hand. 

Even in the American-history classes, however, there were times 
when " information for its own sake " seemed to be the only end in 
view ; there was not so much spontaneous discussion as there should 
be; the lack of reference books and other equipment prevents the 
full development of initiative and cooperation in the preparation 
of material for class use, and the pupils are thrown too much upon 
the textbook and upon what the teacher tells them. 

It is to be regretted that the training afforded by this work in 
American history reaches such a small number of the pupils in the 
high school. Perhaps one reason for it is that all pupils have 
studied American history in the grammar grades. This point was 
discussed by the observer with one of the American-history classes. 
The pupils showed an unusual appreciation of the relation that 
ought to exist between the grammar-school work and that of the 
fourth year of the high school. They felt that there was not, and 
should not be, any duplication. Their greater maturity and widened 
social experience give them a perspective that the grammar-school 
pupil can not have. 

English history. — There are four classes in English history. 
Three of these are taught by the teacher of American history, and 
the work is characterized in general by the same methods observed 
in the American-history classes. But there is an appreciably greater 
suggestion of information for its own sake. The fourth class in 
English history was more narrowly a textbook study. 

In general it would seem that English history is overemphasized 
in the Elyria High School, especially in comparison with American 
history, while at the same time its full value as a factor in the 
social and civic education of the pupil is not attained. On the other 



CIVIC EDUCATION. 191 

hand, there is almost complete neglect of the subject in the educa- 
tion of the pupils in the commercial department, which is unfor- 
tunate, in view of the wealth of material which it presents in close 
relation to the interests of this group of pupils. 

General history. — The course in general history includes the en- 
tire range of European history from antiquity to the present time. 
One of the teachers said, "Owing to the immense amount of ma- 
terial to be covered, we give very inadequate treatment to the period 
from 1815 to the present. The plan followed is essentially that of 
the textbook." The textbook is supplemented to a very slight ex- 
tent by outside reading ; there is very little reference work, and that 
largely by pupils with special topics. There are not enough maps 
for all the rooms where history is taught, and other supplementary 
helps are inadequate. 

The work done has little relation to present life. In one class 
visited the subject was the invasion of Europe by the barbarians. 
It was entirely a memory lesson, and the pupils experienced great 
difficulty in remembering the names of the different invaders; and 
they did not seem to care. The observer asked the class, " Why are 
you studying these barbarians?" 

After the first manifest surprise at such a question, one pupil re- 
plied, " Statesmen need to know because history repeats itself." 

" But you are not a statesman. Why do you need to know ?" 

After some hesitation others replied, " To learn the origin of our 
language ; to learn about the development of civilization." 

When pressed, the boy who gave the last answer denied that he 
had any particular interest in the development of civilization. Think- 
ing of the other answer, the observer asked, " Have you ever heard 
the word ' vandal ' before to-day's lesson ? " No one replied to this 
for some time, and then one giirl said she had heard the word " van- 
dalism," and agreed that it came from the name of the Vandals, giv- 
ing a satisfactory reason for it. 

" How many of you read the newspapers? " Many hands went up. 

" How many of you have seen the word ' Hun ' in the newspapers 
in connection with the great war in Europe? " None had. 

"Are any of you descended from the Huns, or the Saracens, or the 
Iberians, or the Teutons, or other barbarians mentioned ? " The idea 
seemed an entirely new one to the class, and for some time no re- 
sponse came. One boy finally said that " probably " he was descended 
from the Teutons. 

This particular incident may have little significance, and certainly 
no generalizations can be made from it. But it illustrates the impres- 
sion gained that most of the work these pupils were doing in general 
history is a matter of uninteresting routine, with no direct value in 
their present processes of growth. 



192 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

It should be said that the teachers themselves, as well as the prin- 
cipal and the superintendent, are highly dissatisfied with the general 
history course and contemplate a change. They feel that " the period 
covered is far too long for any adequate understanding by 14-year- 
old pupils in nine months' study," and that " the time we can give 
to any one topic is too short to permit any but the most fragmentary 
treatment." The teachers complain of " lack of freedom in selecting 
and omitting topics and in apportioning the time needed for a topic 
without being hampered by the necessity of reaching a certain point 
at some stated day." 

Economic subjects. — At the time of the survey there was one class 
each in industrial history and commercial geography. The content 
of these subjects is vitally related to life and to other subjects in the 
curriculum. Instruction in such subjects should be based largely 
upon observation and experience, and should contribute much, 
directly and indirectly, to civic training. In fact, however, the work 
seemed to have little civic value. It is doubtful if it even gives the 
pupils much usable information. Even from the standpoint of men- 
tal discipline, these particular courses are ineffective. In one lesson, 
for example, the subject in commercial geography was " concentra- 
tion of industry in the United States." A half dozen pupils were 
sent to the blackboard to put on an outline, consisting of a list of 
cities with their characteristic industries. The outlines were placed 
on the board in bad form with many errors. It was entirely memory 
work, poorly done. One boy knew nothing of the subject, and copied 
freely from his neighbors. These pupils were at the board during 
most of the period, getting no benefit from the recitation that was 
going on simultaneously, and their outlines were not referred to dur- 
ing the period. Meanwhile the pupils in their seats were engaged in 
recitations, in which no thought whatever was apparent, no discussion 
took place, and little interest manifested either by the one reciting or 
by the class. Words were used without understanding. Difficulties 
were put off to be " looked up to-morrow." 

Class work of this kind, taken in connection with the fact that 
pupils are placed in the class in industrial history for no better 
reason than that they have failed in geometry, raises the question 
of the utility of offering these courses, at least in their present form. 
Yet the commercial and industrial aspects of geography and history, 
or the geographical and historical relations of economic life, should 
occupy an important place in education. They need reorganization 
in relation to the other studes of the curriculum and to the life inter- 
ests of the pupils. 



CIVIC EDUCATION. 193 

SUGGESTIONS FOR A COURSE OF STUDY. 

A thorough reorganization of the course of study in both elemen- 
tary and high schools is desirable. The following suggestions are 
offered with particular reference to the social studies or those whose 
content has a direct civic bearing : 

The organization of the 12 years of elementary and secondary 
education in three "cycles," as suggested in the report of the com- 
mittee on social studies of the National Education Association 1 has 
decided advantages. It is in conformity with the present tendency 
toward a 6-3-3 organization, with provision for junior and senior 
high schools. But whether this organization is adopted throughout 
or not, the cycle arrangement of social studies still holds good. One 
of its chief advantages is that it provides for a certain comprehen- 
siveness and completeness of civic training through social study for 
pupils who do not complete the entire school course. It also con- 
forms roughly to well-marked periods of physiological and social 
development in the child. 

Grades 1-6: The elementary cycle. — In this period as little em- 
phasis as possible should be placed upon the division of the child's 
work into " subjects," especially the formal " disciplinary subjects," 
and as much emphasis as possible placed upon the child's life expe- 
rience as the organizing principle of all his school work. 2 Through 
observation, experience, story, and discussion, the child in this 
period should acquire a familiarity with the natural world about 
him and man's struggle with it ; with changes that have occurred in 
customs of living ; with occupational life and the necessity for indus- 
try and thrift ; with group relations as seen in the family, the school, 
the neighborhood, and the community at large, and the necessity 
for order, organization and government. Thus, in this period the 
whole field of social science (though not as science) is covered 
in elementary and concrete terms — geography, history, economics, 
civics. The formation of civic habits and the accumulation of civic 
experience by means of varied group activities bear an important 
relation to the instruction given in this cycle. 

Grades 7-9 : The junior cycle. — One important reason for grouping 
the first year of the high school with the two grammar grades is to 
give real continuity to elementary and secondary education. The 
work offered in both seventh and eighth grades and in the ninth 
grade should supply the pupil with a motive for continuing his 
schooling. This should be its relation to real life and experience. 

The same aspects of life that have entered into the study of the 
earlier cycle should enter into this, but more prominently and inten- 



*See U. S. Bu. of Educ. Bui., 1916, No. 28, pp. 11-14. 

2 See pages 175 and 176, above. Also U. S. Bu. of Educ, Bui., 1915, No. 17, and 1916, 
No. 28, pp. 12, 49, 50. 

61564°— 18 13 



194 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

sively. Observation and activity should still afford a basis for the 
work. A well-organized course in community civics should be devel- 
oped in the grammar grades — not a formal textbook study under 
that name but a real study of the children's own community, with 
observation, analysis, inference as the controlling method. National 
concepts should also enter into the study. Both European and 
American history should contribute to the child's understanding of 
life in these grammar grades, and geography has its relations to both 
history and civics as to life itself. 

In the ninth year the course in general history should be dropped. 
If any history as such is offered in this year, it should either cover a 
shorter period or it should concentrate upon fewer phases of human 
development for commercial and industrial pupils; for example, 
upon commercial and industrial aspects of history, and especially of 
American history. 

It is urged, however, that no history be offered in the ninth year, 
and that instead a course be developed that will grow naturally out 
of the work of the two preceding grades, and that will take as its 
point of departure the economic interest that is developing in prac- 
tically all boys and girls at this age. It also should be based as 
fully as possible upon observation and experience. A course of this 
sort will be more difficult to formulate than a history course, because 
little suggestion can be obtained from existing textbooks, but its 
value will compensate for the effort. 

The course should be based upon observation of the occupational 
activities of the community, the vocations of the children's parents, 
or those in which the children show conspicuous interest. It would 
come to include national and world-wide aspects of industry, trade, 
and transportation. It would afford opportunity to consider the 
geographical relations of commerce and industry (commercial geog- 
raphy) and the historical changes that have occurred in these fields 
(economic history). This would obviate the necessity for separate 
courses in these subjects later, while giving to their subject matter 
the spark of life. Withal the course should have a distinct and con- 
stant civic bearing, including not only certain elements of commer- 
cial law but such questions as the health of the worker, child labor, 
etc., and the necessity for Government control. 

A course of this kind should not be limited to commercial and 
industrial pupils, but should have peculiar value for them. 

Grades 10-12: The senior, cycle. — For the senior cycle the general 
recommendations of the National Education Association committee 
on social studies are suggested as a guide. 1 It is urged that the 
principles there discussed be carefully considered in planning a 
reorganization of the Elyria High School. 

i U. S. Bu. of Educ. Bui., 1916, No. 28, pp. 35-56. 



CIVIC EDUCATION - . 195 



PUPIL ACTIVITIES. 

ELEMENTAEY SCHOOLS. 



The school presents the essential conditions of community life; 
it should afford practice in community living. Class exercises fall 
short of their opportunity as a means of civic education unless they 
stimulate initiative in matters pertaining to group needs, cultivate 
a sense of personal responsibility for the group welfare, train in 
habits of cooperation, and by their very activities afford the starting- 
point and the materials for much of the instruction. 

Manual activities play a very small part in elementary education 
in Elyria. This is the more surprising in view of the elaborate shop 
equipment of the high school. The value of manual work lies not 
merely in the manual dexterity it develops but also in the basis of 
reality which it may afford for all the other work of the school and 
in the opportunity which it presents for group action. This is 
recognized in the special industrial class for boys, half of whose time 
is given to manual work. In the elementary schools a small amount 
of manual work is provided in the seventh and eighth grades. 
Drawing is taught throughout the grades, though the special teacher 
in this subject has recently been eliminated. Most of this work is 
stereotyped and artificial ; it has little relation to the pupils' interests, 
to the life of the community, or to the other work of the school. 

In Pittsburgh the children have made, in connection with their 
drawing work, working plans for the improvement of their door- 
yards and gardens ; that is, they have used their drawing as a means 
for actual participation in a movement for community improvement. 
In Indianapolis several years ago the school children of the city 
wrote competitive compositions regarding the site of local historical 
interest most worthy of commemoration by a tablet. This involved 
local historical study. When the site was thus determined, the 
pupils in the art departments of the high schools made designs for 
the tablet. The design adjudged the best was adopted for the tablet 
that now marks the spot where Lincoln made an historical address. 

The " busy work " of the children in the early grades of the Elyria 
schools is barren. Certain well-known devices are used (colored 
pasteboard disks, etc.) for teaching number and perhaps for sense 
development. But they are so used as to deaden, rather than to stimu- 
late, initiative, cooperation, etc. Little opportunity is offered for 
natural life activities, such as children engage in, which might be 
utilized as a means of social education, and as a basis for the more 
formal instruction of the school-. 

The list of activities in which the children of the primary grades in 
Elyria engage outside of school is surprisingly long. As the children 
reach the upper grades the range of this outside activity broadens, 



196 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

and occupational activities enter in increasing proportion. The 
children enter more and more into the actual current of the com- 
munity life. It is just at this time -when the social studies, geography, 
history, civics, become a more definite part of the school work. But 
there is, in Elyria, little relation between what the children do in 
school and what they do outside of school. The schools of Elyria are 
working hard by certain methods to prepare for life, but they are 
doing practically nothing to participate in life and to make the life 
of reality educational. It is only by doing the latter that the former 
can be accomplished effectively. 

Much of the child's activity outside of school is play activity. It 
is as much the business of the school to provide for organized play as 
for organized instruction. It has deep significance in relation to edu- 
cation for citizenship. 

The playground supervisor and the special teacher of physical 
training were eliminated last year because of lack of funds. The 
elementary schools of the city are well provided with playground 
space. In some cases it has not been properly drained and is prac- 
tically useless in wet weather. Playground apparatus is inadequate 
and it has been allowed to deteriorate. Ice skating ponds and tennis 
courts have been provided in some of the playgrounds. But there is 
no supervision of the play of the children except by the principal and 
teachers, and this consists of no more, in some cases, than " watching 
through the windows." 

Until a year ago five of the school playgrounds were kept open in 
the summer and were in charge of a woman supervisor who organized 
folk dances and gave special attention to the girls. There was also a 
man supervisor for each playground to direct the activities of the 
boys. All of this was eliminated as one of the first acts of retrench- 
ment. The importance of the public playground as a civic educa- 
tional factor will increase with the growth of Elyria as an industrial 
center, and with the rapid ine rease of the foreign population. 

The value of gardening as a direct means of civic education is no 
less than its value in other directions. It represents one of the some- 
what limited number of activities in which children can make an 
appreciable contribution to the economic and civic progress of the 
community at the present time. The beautification of neighborhood 
and city, the utilization of idle land, the conservation of natural re- 
sources, an appreciation of industry and thrift, responsibility for 
the care of public property and of property belonging to others, co- 
operation with the departments of public health, public works, parks, 
etc. — these are among the things of civic importance for which gar- 
dening presents an opportunity. 

A school savings-bank system has just been installed in the ele- 
mentary schools of Elyria, and will later be extended to the high 



CIVIC EDUCATION". 197 

school. The civic value of this department of school activity, if 
wisely administered, is obvious. 

In some of the elementary schools a good deal is done by principals 
and teachers to cultivate a real community spirit among the pupils. 
There is in no school any organized form of pupil government ; but 
in some cases effort is made, with success, to develop in the pupils 
a sense of their own responsibility for the welfare of the school, 
the care of its property, and the safety of younger children. 

This kind of civic influence may be illustrated by the McKinley 
School, where, perhaps, more of this sort of thing is done than in 
other schools. The principal is justly proud of the condition of the 
toilets and other parts of the basement, which are scrupulously clean 
and with no sign of defacement. This is in part due to excellent 
sanitary arrangements and to good janitor service; but the pupils 
have a recognized part in it. The principal gets her results by 
friendly talks with the boys and girls, and by the dissemination 
through the school of a wholesome family or community spirit, for 
which she must, of course, have the sympathetic cooperation of the 
teachers. 

There is in this school an organization known as the " Cut-K-Cs " 
(clean-up-and-keep clean), composed of pupils of the < hree upper 
grades, with a captain. It looks after the school grounds in the 
spring, and in a measure polices the school. One boy is reported as 
having been transformed, by the captaincy of this organization, 
from a rather lawless individual into a leader with unusual genius 
for control. 

There was formerly adjacent to this school a frog pond which 
made access to the building difficult in bad weather, and would, ac- 
cording to the principal, have made it difficult for the fire depart- 
ment to render effective service in case of fire. The boys of the 
school went to the chief of police and to members of the council and 
obtained a remedy. 

At this school there is also, in the spring, what is known as " Burn- 
ing Day." On this day a fireman from the city department is de- 
tailed to supervise the boys in burning the weeds from vacant areas 
in the neighborhood of the school. In this school there is, as in all 
others, a monthly fire drill. 

Excellent relations have been established between the police and 
fire departments of the city and the public schools. The chiefs of 
both departments have taken pains to cultivate the friendship of 
the school children. They give occasional talks in the schools regard- 
ing public safety and the work of their departments, and otherwise 
cooperate in what is really a good piece of civic education. On the 
other hand, the children cooperate with the fire department in the 
spring "clean up." 



198 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

These sporadic activities are among the most valuable civic-ecluca- 
tional influences in the schools of Elyria. They should be organized 
and extended. They should also be connected with regular instruc- 
tional work bearing on community life and based on observation. It 
should especially be related to such work as that suggested in the 
course of study for the sixth year, "Discussions * * * of the 
history of Elyria, its geography, beauties, industries, institutions." 
In other words, a real course in community civics. Organized work 
of this kind would be no small factor in justifying the city's slogan, 
" Elyria, the 100 per cent city." 

HIGH SCHOOL ACTIVITIES, 

The high school of Elyria offers an elaborate course of manual 
training, with well-equipped shops. A course in domestic science is 
offered for the girls. Although the boys learn the use of tools and 
the processes of the machine shop, there is no evidence that the work 
is related in any definite way to the actual industrial life of the com- 
munity. Nor is it related to the other work of the school. There is, 
for example, a course in industrial history; but it is given by a 
teacher who has nothing to do with the manual work and who makes 
no point of connection with it. The economic and civic aspects of 
industry, which might find an effective point of departure in the 
school shops, receive practically no attention. 

What the girls learn of homemaking has, of course, a definite civic 
value; but it is doubtful whether there is much organized effort to 
make them conscious of it. 

The agricultural courses given in the school are too academic, and 
are not connected definitely with actual farming or gardening activi- 
ties. Neither is sufficient attention given in these courses or in rela- 
tion to them, to the community problems of rural life. The teacher 
in charge says that in one course some attention is given to coopera- 
tive activities, such as cooperative buying and selling; and that, in 
another course, largely for girls who expect to teach, about two weeks 
at the end of the course are given to a discussion of community 
making. 

The Elyria High School is not administered on a basis of pupil 
self-government. The principal expressed the opinion that the 
pupils are not prepared to assume any large measure of responsi- 
bility for the management of the school. It would not be safe, he 
thinks, to leave the study hall, for example, without a teacher in 
charge; chaos would reign. And yet the study hall was observed 
at certain periods when the 100 or 200 pupils present were quietly 
at work with no confusion, although the teacher in charge was absent 
from the room. This apparent refutation of the general statement 



CIVIC EDUCATION. 199 

of the principal may be explained by the personal influence of cer- 
tain teachers. It was noted that the teachers whose influence was 
in the direction of pupil responsibility in the study hall are those 
who have developed the highest degree of teamwork in their regu- 
lar classes. 

If high-school pupils do not know how to assume responsibility 
for conduct, it suggests that they need training in this respect. If 
the high school has one obligation more than another, it is to pre- 
pare its pupils for participation in a democracy. Such training 
can be had only by practice. The high school should give experience 
in self -management in the largest measure possible, and should in- 
crease the opportunity for it as the pupils show themselves com- 
petent for it. 

In the cases observed where there was a . larger degree of self - 
management than usual there was a suggestion that the motive was 
perhaps chiefly that of personal loyalty to a particular teacher. 
This motive is much better than no motive, but it is better if right 
community conduct spring from a proper perception of the nature 
and meaning of community life. This can be developed effectively 
only by instruction based on observation, analysis, and inference. 
Instruction and practice in community life and community control 
are needed side by side in high-school life. 

The allegation that high-school pupils are incapable of self- 
management is further refuted by the fact that in their own organiza- 
tions they do exhibit capability, sometimes remarkable capability, for 
self-management. In practically every high school there are pupils 
with talent for leadership. Why boys and girls organized in a club 
almost unerringly discover their capable leaders and proceed to 
organize and manage their business effectively, while they need 
watching and have no sense of responsibility in a study hall or class, 
is a question worthy of consideration. It is doubtless largely a 
matter of motive. The club they recognize as theirs; while they 
have been brought up in the tradition that the responsibility for the 
class is the teacher's. 

There are in the Elyria High School 11 pupil organizations that 
are managed more or less completely by the pupils with varying 
degrees of teacher supervision. 

1. Athletic association. — Every pupil is a member. Meetings, two or three 
a year. Pupil officers elected by the association : President, vice president, sec- 
retary, pupil manager. The latter has charge of all contests, schedules, and 
tickets, and accompanies the teams on all trips. The principal acts as treasurer, 
and the coach is a teacher. 

There are five school teams : Football, basket ball, track, tennis, and swim- 
ming. There are also class teams in football, basket ball, and track. Inter- 
class and interschool games occur. Elyria High School belongs to the Northern 
Ohio High-School League. 



200 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

The athletics is self-supporting, no contributions being sought from busi- 
ness men or others ; $500 now in treasury. A movement is under way to ac- 
quire an athletic field. Alumni interested. 

2. Hi-Y. clubs. — Y. M. C. A. clubs for high-school boys: One for freshmen and 
sophomores with about 50 members, and one for juniors and seniors with about 
70 members. 

Purpose, as stated by a member: (1) "To clean up the school and the city 
common of all profane language, dirty stories, cliques of bad character, and the 
cigarette." (2) "To help the boys, through talks from business and profes- 
sional men, public officials, and others, to decide on a life work." (3) Bible 
study. (4) Closer fellowship. 

Meetings weekly at the Y. M. C. A., with a dinner and a talk by some man, 
followed by Bible study in charge of a high-school teacher. A number of social 
functions during the year. 

Each club elects officers from its own members. Speakers are chosen or rec- 
ommended by the boys. All business conducted by the boys. All work and 
social affairs planned and managed by committees. All service at meals under 
direction of a committee. 

General supervision by boys' secretary of the Y. M. C. A. Bible class in charge 
of a high-school teacher. No other high-school supervision, though the prin- 
cipal and the superintendent attend many meetings and are in sympathy. 

3. Y-Hi clubs. — Y. AY. C. A. clubs for high-school girls : One for freshmen and 
sophomores with about 60 members, one for juniors and seniors with 35 
members. 

Purpose, as stated by a member: "To aid each member to be her best self; 
to help the other girl to be her best self ; to promote true friendship ; to main- 
tain a good scholarship and democracy throughout the school ; to have the right 
kind of a good time and engage in a definite social purpose." 

Meetings weekly at the Y. W. C. A. similar to those of the Hi-Y clubs. 
Classes in " Christian citizenship " are mentioned. The social functions seem 
to be fewer than in the Hi-Y clubs. 

Each club elects officers and has committees. Among the latter is a com- 
mittee on community work, under which are mentioned missions and giving and 
grade-school visitation. 

The Y. W. C. A. secretary has general supervision and directs Bible study. 
Usually a high-school teacher acts as general adviser. 

4. Beta Phi Club. — About 50 members. 

Purpose : " To develop the literary taste and abilities of the members. How- 
ever, this purpose is not carried out, and there is talk of reorganization along 
the original lines." 

Weekly meetings with literary programs. Two of three parties during the 
year. 

Elects its own officers. " Is supposed to be under the general supervision of 
the faculty." 

5. English Club. — With 58 members, who are "passing" in all subjects and 
have a grade of 90 or above in English. 

Purpose : " To promote good English among the members, to spread the gospel 
of good English in the school, to create a taste for good- literature." 

Two meetings each month. Had charge of school Christmas entertainment 
and gave a Christmas mask. 

Officers elected by the club. Committees arrange programs. 

The English teachers are honorary members, and one of them always meets 
with the program committee. 



CIVIC EDUCATION. 201 

6. " The Elyrian." — The school paper. Nine literary editors, three artists, 
three business managers. All of these pupils of high standing, elected by 
the pupils but recommended by the English teachers, who have supervision. 

7. Orchestra. — Has 23 members. Plays at all school functions, gives a con- 
cert on the first Monday of each month in the chapel, gives a public concert 
every year to raise money, and gives concerts in small neighboring towns. 

In charge of the music director, who consults the members regarding music 
and engagements. A pupil is secretary and treasurer and manages all financial 
business. The principal has general supervision. 

8. Glee clubs.— One for boys, one for girls ; 20 members in former, 30 in the 
latter. 

Practice once a week ; sing in chapel ; give one concert. 

Pupil officers and committees to work with the music director who has charge. 

Pupils may get credit for graduation for work in the orchestra 
and glee clubs, and for literary or society work when approved by 
the instructors. 

It is obvious that such organizations as these present opportunity 
for the training of pupils in group action, in parliamentary proced- 
ure, and in modes of self-government. Doubtless they could do much 
more in these directions than they do. It is noteworthy that most of 
these organizations have in the foreground of purpose the interest of 
the school as a whole. The athletic and musical organizations es- 
pecially tend to develop " school spirit." Pupil organizations become 
dangerous only when they divert attention from the fundamental 
interests, purposes, and ideals of the school, or when they under- 
mine that democracy for which the American high school stands in 
principle. 

It is said that there are no secret societies in the high school. There 
are two officially recognized school social functions each year, the 
senior-junior reception and the junior-senior reception. These are 
arranged for and managed by the two classes, with faculty super- 
vision. It is said that other "parties" have frequently been given 
by and for boys and girls who attend high school, which have been 
called high-school affairs, but which have tended to interfere with, 
rather than to promote, the interests of the school. The school au- 
thorities have endeavored to make it plain to parents that responsi- 
bility for them does not rest with the school. The pupils themselves 
could do much more to regulate a situation of this kind than can be 
done by mere prohibition on the part of the authorities; and they 
doubtless would do it, if they were made conscious of the general 
social situation involved. 

Organized debating has absolutely no place in the Elyria High 
School, as far as could be discovered. There are no debating classes 
or clubs of any sort. It is said that a former administration of the 
high school was positively opposed to them for some reason. As a 
means. of civic training public discussion and debate have the high- 
est value because of the stimulus to study public questions, and be- 



202 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

cause of the opportunity presented for practice in team work, in the 
management of the necessary organization, in public speaking, and 
in the use of public documents and other source materials. 

The Young Men's and Young Women's Christian Associations are 
among the most potent influences for good citizenship in Elyria. The 
work they are doing for the boys and girls of the high school, as well 
as for young men and women outside of school, is most commendable. 
It is unfortunate, however, that a high school as well equipped in 
other respects as that in Elyria should be wholly dependent upon 
these associations for the physical training of its pupils. All high- 
school gymnasium work is done in the gymnasiums of the two asso- 
ciations, under the direction of their physical directors. The work 
is elective, and at present about 50 boys are enrolled. The number 
of girls enrolled was not stated. The board of education pays to the 
association $2 for each pupil enrolled. 

The Y. M. C. A. also attempts, with a fair measure of success, to 
provide for another need which the school itself should look after 
more carefully. This is in providing a place during the lunch period 
for boys who do not go home. These are principally boys who attend 
the high school from surrounding towns and rural districts. The 
Y. M. C. A. has a rural club for such boys, who take lunch together 
at the association building. The Y. W. C. A. does something similar 
for the girls. 

About one-third of the high-school pupils are tuition pupils, which 
means that they come from outside the city limits. The care of these 
pupils during their idle time while in town is a matter of supreme 
importance. There are in Elyria certain well known loafing places 
which threaten the citizenship of boys who come within their in- 
fluence, and which tend to counteract whatever civic training the 
schools may afford. The Y. M. C. A. is doing a great work in this 
particular direction; but the high school should do even more, not by 
formal prohibitions against these places, but by providing an effec- 
tive substitute. 

In the first place, the lunch period of an hour and a half is un- 
necessarily long. An hour is ample even for pupils who go home to 
lunch. Those who lunch at the school or at the near-by Y. M. C. A. 
have time on their hands. But the long lunch period would not be 
so bad if the school provided adequate means of spending it profit- 
ably as well as enjoyably. The school gynasium should be a valuable 
asset in this connection, turned into an informal recreation room at 
this time. So also would a well-equipped library and reading room, 
with current literature, newspapers, and books, and a place, in the 
gymnasium or elsewhere, for games of the quieter sort and for con- 
versation. All of this should be under supervision, but the kind of 



CIVIC EDUCATION - . 203 

supervision that allows large freedom and the opportunity for self- 
government. 

The high school has a lunch room which is operated by two mem- 
bers (pupils) of the domestic science department selected by the 
domestic science teacher. Milk, cocoa, soup, and sometimes other 
articles of food are provided at small cost. The proceeds are turned 
over to the principal, but the girls themselves keep the accounts. 
About 200 take lunch in the room, though all do not buy. The girls 
who manage the lunch room receive school credit for it. 

Of the 16 credits required for graduation from the Elyria High 
School, one may be secured by accessory or home tasks. The list of 
such tasks for which credit may be received is rather extensive and 
of wide range (see Course of Study, 1914—15, pp. 32, 3"3). An exami- 
nation of the records of 84 boys and girls who have received such 
credits shows that the following activities have been accepted for 
from one-eighth of a credit to an entire credit : 

Clerking in store, farm work (sometimes stated in general terms and some- 
times as specific farm tasks), working in shops, mowing lawn regularly through 
the season, care of an automobile, regularly preparing meals, making beds, do- 
ing the home laundry work, care of horses and cows, poultry raising, drafting 
In factory, operating machines, nursing, office work, building, painting, shingling, 
acting as time keeper, selecting and testing seed corn for 5 acres, sign paint- 
ing, bookkeeping, sewing, teaching basketry, canning fruit, entering hat in 
domestic contest, work in mill, making cement steps, making tennis court, 
travel with description, work on a lake boat, attending furnace in a school 
building, work in canning factory. 

This list is not exhaustive. In some cases vague statements are 
made, such as " worked every day in the week," " home work," etc. 
The list does not include regular music lessons or work in the glee 
clubs and choruses, for which a large number of pupils received 
credit. The largest number of credits was giving for clerking in 
store (27 pupils), and the next for farm work (16 pupils). Next to 
these come mowing lawns, shop work, and home work (5 pupils 
each) . 

An attempt has been made to safeguard the giving of credits for 
this outside work by requiring advance approval from superintendent 
or principal, by requiring vouchers from instructors or parents or em- 
ployers, by inspection of work done, or by requiring an essay on the 
subject of the work done. It is difficult to see, however, why high- 
school credit should be given for some of the things done. Why 
should credit be given for the mere fact that a boy or a girl has 
mowed a lawn every week for an entire season? If credit is to be 
given for outside work it should depend absolutely upon what the 
pupil gets out of the work in educational values, and this can hardly 
be safely determined by the mere written statement of an employer 
or even of a parent. 



204 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

The country boy who is taking a course in agriculture in the high 
school should find a laboratory in the farm on which he works, but 
the educational value of his farm work will depend upon how the 
school uses his actual farm experience in connection with the instruc- 
tion given in the school, and also upon the supervision he receives in 
his farm work from some agricultural or gardening supervisor pro- 
vided by the school. The farmer has little time to give organized 
instruction to the boy, even if he knew how to do so; in most cases 
he does not. The same thing is true of the boy or girl who finds em- 
ployment during the summer, or at other times in the commercial or 
industrial life of the community. The school may do more harm than 
good bj 7 merely giving credit for work done outside; but if it uses 
the experience gained by the boy or girl in the course of such em- 
ployment as a basis for its own educational work it will make the 
education of the youth vastly more vital. 

THE PUBLIC LIBRARY. 

Elyria has a good public library of 30,000 volumes, which seems 
to be kept very well up to date by the annual acquisition of new 
books in all fields. But it is badly housed, and at the present time 
is serving the schools and the community only to n slight extent. 
The terms fixed by the donor of the building have prevented the 
library board from selling it or devoting it to other uses, thereby 
perpetuating its use long after it has been outgrown. The build- 
ing and site are said to be worth about $25,000 or $30,000. There 
is an endowment of $10,000. The first floor of the building is rented 
to the electric light company for office use. And until the past 
year (1916) the board of education has made an annual appropria- 
tion of $4,000 to the library. 

The shortage of funds for public-school purposes last year led 
the board of education to discontinue its appropriation for the 
library. This resulted in placing the library on a subscription basis, 
an individual membership fee of $1 a year being charged for the 
privilege of drawing one book per week, and a family membership 
fee of $3 a year for the privilege of drawing three books of fiction 
and two others per week. The card holders fell at once from 4,000 
to 400. Moreover, the library staff was reduced from three assist- 
ants on full time to two on half time, in addition to the librarian, 
who gives all her time as formerly. The hours during which the 
library is open have also been reduced materially. Teachers form- 
erly held cards which entitled them to 10 books at a time for the use 
of their classes; now they have no privileges other than those of 
regular members. Boxes of books (traveling libraries) were for- 
merly sent to the grade schools and exchanged two or three times a 
year ; but this is no longer done. 



CIVIC EDUCATION. 205 

It seems remarkable that a city enjoying the reputation for public 
spirit possessed by Elyria, and as generous as it has been in con- 
tributing large sums of money for public enterprises, should have 
allowed the almost complete, even if only temporary, destruction of 
the usefulness of its library for the lack of a few thousand dollars. 

•It is said that the legal technicalities preventing the disposal of 
the old library building are about to be overcome, paid that a site 
has been selected for a new building. The librarian, who was trained 
in the New York Public Library and served there and who was 
librarian at Oberlin for several years, is enthusiastic about plans for 
the future in spite of the discouragements of the present. In her 
report for 1915-16 she recommends the development of a branch 
system. There is great need for a branch in the industrial and for- 
eign district of the city. Practically no provision has been made 
by the city for the peculiar educational needs of this section of the 
city. Through the cooperation of Jewish citizens a beginning has 
been made in the collection of a library of Yiddish books. Similar 
enterprise in behalf of other foreign groups is desirable. 

The librarian reports that the library is used by elementary school 
children only to a very slight extent. The discontinuance of the box 
libraries for the grade schools was a misfortune, for they had an 
important influence on the reading of the children. Yet these box 
libraries were never made as useful as they might have been. There 
were not enough books to supply the. demand. The teachers had 
nothing to do with the selection of the books for the box libraries. 
No attempt seems to have been made to select books relative to the 
work that was being done in the schools by the children. 

The high school has a very inadequately equipped library of its 
own. Under any circumstances, however, the public library should 
be in a sense an amiex of the high school. The public librarian re- 
ports that the high-school pupils do use the library to a considerable 
extent, especially in connection with the work in English and his- 
tory, which confirms the reports obtained at the school. The public 
library should perform a much larger and more definite service in 
the education of the youth of Elyria than it has ever performed. 
With the erection of the new building, it should be possible to de- 
velop a plan of intimate cooperation. 

In connection with the community study recommended by this re- 
port for the schools of Elyria, one feature of the new library might 
well be a department devoted to the history, industries, and social 
and political life of Elyria and Lorain County. Such department 
should have not only all available literature relating to local life, 
but should be arranged for the display of exhibits illustrative of that 
life. The civic value of such department might be made very great 
not only for the schools but for the entire population. 



206 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

EDUCATION OF THE FOREIGNER. 

A new Elyria is growing up west of the river, of which the old 
Elyria seems hardly conscious. This is the factory district. Its 
population consists of recently arrived foreigners, chiefly of Slavic 
extraction. This new part of Elyria will inevitably modify, is al- 
ready modifying, the community life of the city as a whole. The 
importance of the problem which this new population presents can 
hardly be overestimated. It is the problem of assimilating the new 
population into the citizenship of the community to the mutual ad- 
vantage of both. 

The problem is in large measure an educational one. So far, 
Elyria has done little to meet the situation. There is no school in 
this western district of the city. At present, these foreign children 
are concentrated almost entirely in the Franklin School, with a few 
in the Gates School. In the Franklin School almost 100 of them are 
reported, four-fifths of them in the first three grades. Why there 
are not more in the upper grades is not clear, but it may suggest 
elimination because of retardation; for many of these non-English- 
speaking children are overage for their grades. These non-English- 
speaking children are enrolled in the same classes with the native 
born, and are subjected to the same instruction. The foreign chil- 
dren are unable to keep up, and the native-born children are kept 
back by their slower classmates. 

Until a school building is provided for the district occupied by the 
foreign population, separate classes should be organized in the Frank- 
lin School for the foreign children in the lower grades until they have 
acquired facility in the use of the English language and are able to 
compete on favorable terms with the American children. But there 
is the greatest urgency for a school in their own district. A tempo- 
rary schoolhouse has been suggested, but it has not met with the 
approval of the board of education. A course of study should be 
developed that is more closely adapted to the needs of this group of 
children. The aim should be to keep then in school as long as possi- 
ble and to fit them with care for American citizenship. It must be 
remembered that these children afford one of the most effective chan- 
nels through which to reach their parents. Instruction should be 
given them as soon as they are able to understand it, which they will 
take home and discuss there. It should include work in community 
civics adapted to their own conditions of life. 

Excellent but inadequate work is done for this foreign population 
by the social settlement in the district, and by the night school con- 
ducted there under the auspices of the board of education. Such 
evening classes for adult foreigners should be increased, especially 
for teaching English and citizenship, and arrangements should be 



CIVIC EDUCATION. 207 

made with, the employers whereby more general and more regular 
attendance upon these classes may be secured. 

Another problem is presented by foreigners, many of them girls 
and young women, who live in surrounding towns but come into 
Elyria to work. Exact information is not available on this point, but 
there is evidence that there are many foreign girls who come into 
Elyria every day by electric lines and work in industries where the 
conditions of work and life are not always good. It may seem that 
Elyria has no' responsibility educationally for those who live outside 
of her limits. But these girls (and men too) work in and for 
Elyria; the industries in which they are employed belong to 
Elyria; they contribute to the community life of Elyria. Some of 
them will marry and remain in Elyria. The community life of 
Elyria is not limited to its own boundaries, but ramifies into and is 
influenced by that of the surrounding region in a remarkable manner. 
There is a civic problem here of the utmost importance and interest. 
If the public-school authorities can not handle it effectively alone, 
they should at least cooperate with the Y. W. C. A. and the Y. M. C. A. 
and other available agencies, first, in securing the best possible work- 
ing conditions for this class of workers, and, second, in securing the 
cooperation of employers in the organization of industrial clubs and 
civic clubs for both young men and young women, through which a 
considerable amount of instruction could be given. 

CONCLUSIONS. 

1. The schools of Elyria make little provision for organized con- 
structive training for the responsibilities of citizenship, except as a 
by-product of formal studies. 

2. The course of study and the methods of instruction greatly over- 
emphasize mental discipline as a means of preparing for life, while 
failing to make the present citizenship of the children educational. 

3. Definite, direct instruction in regard to the civic relations and 
the agencies of civic life should be given in both elementary and 
high schools to a much larger extent than is now the case. It 
should be based as largely as possible upon observation and ex- 
perience. But the entire curriculum should make its contribution 
to the civic education of the pupil. 

4. The single textbook occupies a too controlling piace throughout 
the elementary and high schools. 

5. The educational value of pupil activities, both in and out of 
school, especially from the standpoint of education for citizenship, 
is not realized nor fully appreciated in either elementary or high 
school. 

6. The teachers of social studies are greatly handicapped by lack 
of library equipment and material aids to instruction. But they 



208 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

are apparently unappreciative of the wealth of material aids avail- 
able and that could be accumulated largely by the pupils themselves 
to their own profit and interest. 

7. The public library should be, but is not at present, a valuable 
asset in the civic education of school schildren and of the com- 
munity at large. 

8. Little provision is made to help and supervise the teachers in 
service. It is peculiarly important that such provision be made in 
relation to the vital work of civic education. 

9. There is some exceptionally good history instruction in the 
high school. But in general the social studies of the high school 
are not organized or taught in a way to develop their full in- 
trinsic civic value or to meet the special needs of distinctive groups 
of pupils. 

10. The civic welfare of Elyria demands prompt provision of 
adequate and appropriate educational advantages for the recently 
arrived and rapidly growing foreign population. 

11. A thorough reorganization of the course of study in both 
elementary and high schools is desirable. 

RECOMMENDATIONS. 

It is recommended — 

1. That a committee be appointed by the superintendent of schools 
to reorganize the course of study in both elementary and high schools, 
with a view to making civic education a more conspicuous aim. 
Especial attention should be given to the continuity of high-school 
work with that of the elementary school and to the cycle plan of 
organization. The committee should include teachers as well as 
supervisors of both elementary and secondaiy schools. 

2. That community civics be made definitely a part of the work of 
the grammar grades or junior high school. 

3. That special attention be given to the development of a course 
of social study for the ninth year (first year high school) along the 
lines suggested on page 193. 

4. That during the time necessary for the development of the said 
ninth-year course, a course in community civics be given also in the 
ninth year. The ninth-j^ear pupils will not have had community 
civics in the grammar grades. This means that for one year, while 
the new ninth-year course is being developed, community civics would 
be taught in both grammar grades and first-year high school. 

5. That a department of social studies be created in the high 
school, including history with the other social studies. 

6. That a head of the department of social studies be appointed 
who would have supervision over the organization and teaching of the 
social studies in the grammar school as well as in the high school 
(junior and senior cycles). 



CIVIC EDUCATION. 209 

It is probable that a competent person for this position can be se- 
lected from the present high-school staff of teachers, and that by re- 
lieving her of a part of her class work, time could be found for her 
supervisory duties, without greatly increasing the expense. Some 
additional compensation should be given, however, for this super- 
visory work. 

7. That frequent conferences be held for the teachers of the social 
studies in the high school and grammar grades (or junior and senior 
high schools) for the discussion of organization, methods, material 
aids, available literature, etc. These conferences should be under 
the immediate direction of the head of the department of social 
studies. 

8. That the teachers of social studies be provided with much- 
needed equipment, both in library facilities and material aids. 

9. That closer and more effective cooperation be established be- 
tween the public schools and the public library. 

10. That the special industrial class for boys be provided with 
better equipment (furniture, books, pictures, etc.), and that the 
teacher of this class be included in the conferences of teachers of 
social studies. 

11. That separate classes for non-English-speaking children be 
organized in the early grades of the Franklin school. 

12. That classes or clubs for debate be organized in the high school, 
with pupil management under faculty supervision ; and that all de- 
bates, discussions, and business meetings be conducted according to 
correct parliamentary procedure. 

13. That a large degree of pupil participation in school manage- 
ment be accorded. 

14. That evening classes for adult foreigners, to include instruction 
in American citizenship, be organized as rapidly as possible, and that 
steps be taken to secure effective cooperation in the matter from em- 
ployers of foreign labor. 

15. That the. community center and community forum be developed, 
and the use of the school buildings for this purpose be granted. 

16. That supervisors of play activities be reinstated, the summer 
playgrounds reopened, and the playground apparatus be supple- 
mented to meet actual needs. 

61564°— 18 14 



Chapter IX. 

SCHOOL AND HOME GARDENING. 



FARM PRODUCTS OF LORAIN COUNTY. 

Lorain County is a county of cities and villages. In 1910 the total 
population of the cities of Lorain, Elyria, Oberlin, and Amherst was 
50,179, and that of all other incorporated villages and of rural dis- 
tricts in the county was only 25,858. Because of this large city popu- 
lation the farmers have excellent local markets. A comparison of 
the farm products of the county shows that general farming, cereal, 
forage, and live-stock production rank highest. Specialized and in- 
tensive cultivation of vegetables for the markets of the cities of the 
county has not been developed. The farms are large ; and computed 
on the basis of cash value given in the 1910 Census, the county 
produces only $5.83 worth of vegetables per capita, or a very small 
proportion of the local consumption. Vegetables are high in price 
because of the lack of local production. Prices are without doubt 
regulated to a large extent by the large city markets in Cleveland, not 
far away. A good idea of the status of vegetable growing in the 
county may be obtained from the following tables of size of farms 
and cash value of the principal crops : 



Size of farms in Lorain County. 



Under 3 acres. 

3-9 acres 

10-19 acres 

20-49 acres 



7 

233 

256 

750 

50-99 acres 1,291 



100-174 acres 


760 


175-259 acres 


205 


260-499 acres 


56 


1,000 acres or over _ 


1 


W0-999 acres 


7 



Money value of principal farm products of Lorain County. 
Cereals $1, 44S, 097 



Other grains and seeds_ 

Hay and forage 

Vegetables 

Fruits and nuts 

All other crops 



12, 915 
916, 290 
443, 654 
218, 892 
167, 719 



Total 3, 207, 567 



210 



SCHOOL AND HOME GARDENING. 211 

CHARACTER OF THE SOIL OF ELTRIA. 

The land area of 4,075 acres within the corporate limits of Elyria 
is ideal for gardening. With the exception of the cuts made by the 
two river valleys, the area is comparatively level. Three slight ele- 
vations run across the town, marking the original positions of the 
lake front. The soil is generally fertile, although it differs in the 
several sections of the city. The level plain, much of which has been 
recently used for grain f arming, is heavy ; the tops of the lake- front 
ridges are lighter, and ideal garden soil is to be found on the lots 
near the rivers. This is especially true where the river banks are 
lowest along the West Branch. 

Even in its present condition, practically all of the land in the 
city is well adapted to vegetable growing, and with soil improve- 
ment, including drainage on the level areas, very large crops might 
be produced. During most seasons, the rainfall is ample for the 
production of crops, if the moisture is conserved by cultivation. To 
irrigate a garden for any length of time would reduce the profit 
greatly, for water charges are made at the meter rate of 20 cents 
per thousand gallons. 

LAND AVAILABLE FOR HOME GARDENING. 

Although the industrial progress of the city has been marked, 
land values have not increased rapidly. There is still much room 
for expansion, and the building lots are of generous size. The ma- 
jority of the lots range from 40 by 120 feet to 50 by 150 feet, al- 
though some of those in the Gates School district are smaller, and 
the older homes on Middle and Washington Avenues have much 
larger grounds. Very few apartments have been built. In 1910, 
there were 3,239 dwellings for housing 3,519 families. Only 280 
families were then living in apartments or in dwellings with other 
families. The population increased from 14,825 in 1910 to 18,618 in 
1916, and the increase in number of dwellings seems to have kept 
pace with that of population. 

The only section of the city that might be considered congested is 
the Hungarian village, to the west of the Fair Grounds. The streets 
in the older part of the city are planted with shade trees, and many 
of the homes are well decorated with flowering vines and shrubbery. 
The newer section still lacks these attractions which help to make 
a homelike neighborhood. There are few alleys, and back lots 
are comparatively free from shade that would interfere with pro- 
ductive gardening. 

The school districts were used as units in studying the availability 
of land for gardening (see table on p. 212). Eeports were received 



212 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



from 1,431 children. Of those only 75 lived in flats, tenements, or 
apartments where the land must be used by two or more families; 
practically all other children have some garden space, and in many 
cases the space is large. The space available for gardening in the 
home back yard was measured by 986 children. The average num- 
ber of square feet per child was found to be 4,791. 

The only available map of the city had not been corrected to date 
and. the two districts omitted were not platted in house lots at the 
time the map was made. The house lots of all 40 blocks were meas- 
ured, showing that there is an average of 1.64 acres of available 
garden land per block. If this land were cultivated to produce as 
low an average as 1 cent per square foot of vegetable foods, the 
total production per block would be $714.38. With well-directed, 
careful work, this amount can be increased tenfold. The public- 
school teachers stated that nearly all children could have a home 
garden and that it would be comparatively easy to find vacant lots 
for all children who have no home ground. Large tracts for school 
gardens are also available and could be secured for small rentals. 
The grounds of most of the schools are large, but this land would 
serve the greatest number by being left for playgrounds. 

Available laud for gardening. 



Schools. 


Children 
reporting. 


Living 
in flats, 
tene- 
ments, 
and 
apart- 
ment. 


Size of 
building 
lots in the 
district. 


Children 

who 

measure 

back-yard 

space. 


Average 
number 
of square 

feet of 

back-yard 

spa^eper 

child. 


Number 
of blocks 
studied 
from map 
of city. 


Average 
number 
of acres 

per 
block.i 




193 
340 
296 
58 
120 
222 
202 


4 
30 
19 



7 
8 
7 


40 by 120 
50 by 150 
50 by 130 
40 by 135 
50 by 130 
20 by 120 
50 by 150 


170 
247 
158 
28 
99 
137 
147 


5,517 
4,381 
2,696 
4,750 
8,444 
4,016 
3,738 


9 
12 

3 
(•) 

6 
10 


2.01 




1.94 




.S3 








1.36 




2.07 










Total 


1,431 


75 




986 


4,791 


40 


1.64 









1 Measurements made by high-school students in the mechanical drawing classes, 
s Not platted. 



COST OF VEGETABLE FOODS FOR AN ELYRIA FAMILY. 

In order to determine the cost of vegetables to Elyria families, the 
place of production, competition of salesmen, and methods of pur- 
chase of vegetables and small fruits were considered. These facts 
have a direct influence on the price of the foods to the consumer, and 
the attempt has been made to obtain reliable figures from three 
sources. Nine grocers were interviewed; questionnaires were sent lo 
280 housewives, and the public-school teachers were asked to investi- 
gate and report on the cost of, vegetables, both canned and fresh, 
used in one year by a family of five persons. 



SCHOOL AND HOME GARDENING. 213 

A study of the grocers' reports shows a very great variation in 
the place and method of purchase. The large stores in the center of 
town obtain their supplies principally through commission houses, 
and small stores in outlying sections of the city purchase largely 
from the farmers. An average of the answers of all grocers who 
reported shows that 38 per cent of the vegetables sold are pur- 
chased of farmers and 62 per cent are furnished to the storekeepers 
by commission men. The city of Elyria does not have a farmers' 
market. The retail price of vegetables is fixed as a rule by the 
grocers. City ordinances permit farmers to sell farm produce with- 
out a license, but the number of farmers who take advantage of the 
privilege in a systematic way seems to be very small. In seasons of 
oversupply of certain crops, the farmers sell directly to the homes, 
but such selling is intermittent. The grocers are unanimous in 
stating that from 66 to 75 per cent of all vegetables consumed in the 
city are sold through their stores. On this point the avei age of the 
housewives' statements gives 65 per cent to the grocers, 11 4 per cent 
to the farmers, and 22.6 per cent as grown in the home garden. 

Although the individual estimates of costs of vegetables varied, the 
averages of the reports of grocers, housewives, and teachers are re- 
markably uniform. The grocers' estimates averaged $138.91 as 
the cost of canned and fresh vegetables for a family of five persons 
for one year; the housewives' estimates averaged $135.05; and the 
teachers' estimates averaged $133.57. When compared with other 
food studies, these figures seem high, but averages here given were 
taken directly from statements received from the sources above men- 
tioned. A similar study was made in Richmond, Ind., in April, 1916. 
Berries were included with the canned and fresh vegetables, and the 
total cost for a family of five persons for one year was estimated by 
grocers and housewives of Richmond at $138.88. 

OCCUPATION OF THE SCHOOL CHILDREN OUT OF SCHOOL HOURS. 

Under the direction of the teachers, 685 boys and 741 girls of the 
fourth, fifth, sixth, seventh, and eighth grades reported on their occu- 
pations after school hours, on Saturday, and during the summer 
vacation. These occupations were classified. Those requiring a def- 
inite amount of time each day, such as delivering papers, work in 
stores, etc., were listed as regular employment. It should be noted 
that many of those require only small portions of children's time. 
Those that were indefinite and irregular, such as odd jobs, picking of 
berries, etc., were listed as irregular employment. The children also 
stated how many hours they were engaged in home duties per week 
and whether or not they were paid for their home work. The re- 
ports of boys and girls are shown in separate tables. 



214 EDUCATTOKAL SURVEY OF ELYRIA, OHIO. 

Boys. — Of the 685 boys reporting (see table on page 215) , 186 claim 
to have some occupation after school and on Saturday. The occupa- 
tions of 40 of these boys were classified as irregular, while those of 
the other 147 were of such a nature as to constitute regular duties. 
Only 27 per cent of all the school boys have occupations that add 
money to the family treasury, and only 21 per cent had regular occu- 
pations. During the summer vacation a larger number of boys are 
engaged in gainful occupations. Of the 302 who are employed, 218 
have regular duties and 84 work only a part of the time. In the 
summer, 44 per cent of the boys help the home income by earning 
money and in 32 per cent this earning is regular. The average weekly 
earnings of the boys after school and on Saturday was $1.74, and the 
average during the summer vacation was $2.28 per week. 

With the elimination of agricultural activities of the home, there 
seems to be very little home work for the city boy. The care of a 
furnace in winter and the mowing of lawns in summer are the only 
possible " man's work " in many city homes. When these occupations 
become the duties of the boy they require only a few minutes two or 
three times per day or a few hours once or twice per week. Forty- 
one per cent, or 280, of the boys in the upper grades of the Elyria 
elementary schools state that they have absolutely no home employ- 
ment. The average time that boys are employed at home is 43 min- 
utes per day. One hundred and eighty-five boys receive some pay for 
home work. 

Girls. — Of the 741 girls reporting, 40 claim some after school or 
Saturday occupation outside the home by which money is earned. In 
the case of 24, this employment requires a definite time each day, 
while 16 worked at irregular intervals. The average earnings during 
the school term were $1.01 per week. In the summer vacation, 112 
girls had gainful employment, that of 63 being classified as regular 
and of 49 as irregular. The average earnings per week during the 
summer were $1.71. Two hundred and seven girls had definite duties 
at "home, requiring an average of six hours per week. If it is assumed 
that the girls who work at home and in gainful occupations outside 
the home are in all cases different individuals, there are then left 
422 girls who have no employment whatsoever. 



SCHOOL AND HOME GARDENING. 



215 



Number of children employed — By schools. 

BOYS. 





After school. 


In vacation. 












o 








o 


II 


m 












% 








■a 

<D 


a 


5&3 


School. 


1 

Pi 
« 


<s 

>> 
o 
ft 

a 


§ 


1 

1 




T3 
<s 

o 

1 


1 

1 


1 

1 


fto 


<B 

i 

a> 

IB 


all 

oa o 
a; uS 




s 

| 


s 


f 

cm 


ft 


So 

1 


« 

1 


f 


1 


'Bo 


sis 




a 
1 


« 


a 


is 


3 


a 


1 


0} 


! 


























&H 


EH 


tf 


ft 


1j 


EH 


tf 


ft 


«<i 


£ 


< 




91 
169 


25 
52 


19 


6 
13 


$1.86 
1.85 


62 
93 


36 
65 


26 
28 


$1.79 
2.59 


30 
42 


3 


"Franklin 






52 


41 




2.03 


68 










s 




29 


3 


2 





1.50 


4 


4 





1.88 


7 




56 


4 







1.36 


5 















90 


29 
22 


26 
15 


3 

7 


2.11 
1.60 


29 
41 


24 
35 


5 
6 


2.54 
2.26 


28 

26 






6i 






685 


186 


146 


40 


1.74 


302 


218 


84 


2.28 


185 








GIRLS. 




102 


1 


1 


e 


$3.00 


23 


8 


15 


$1.42 


32 


6 




171 
143 


13 

5 


13 

5 






1.09 
1.05 


20 
37 


15 
22 


5 

15 


2.28 
1.54 


30 
53 


? 


McKinley 




29 
60 



2 



2 







1.00 


1 

7 


1 
3 




4 


1.00 
1.37 


7 
21 




Ridge 


4 




124 
112 


5 
14 


2 

1 


3 
13 


.59 
.36 


11 
13 


4 
10 


7 
3 


1.70 
2.66 


29 
35 


7 § 








Total 


741 


40 


24 


16 


1.01 


* 112 


63 


49 


1.71 


207 









Occupations of boys. 



Occupation. 



Selling newspapers . 

Work in stores 

Work in factories . . . 

Work on farms 

As delivery boy 

Printing 

As janitor 

Carrying meals 

Work in restaurant. 
Work on ice wagon. 

Picking berries 

As messenger boy... 

Mowing lawn 

Boxing 

As usher in theater. 

Bowling alley 

Garden work 

Driving cows 



After 
school. 



In 
vacation. 



Occupation. 



As elevator boy 

As errand boy 

Shop work 

Caddying 

As stable boy 

Selling vegetables 

Selling seed 

Emptying ashes 

Garage work 

Distribute handbills 

Office boy 

Apprentice brick mason 

Driving te*m 

Other occupations not enu- 
merated 



Total . 



After 
school. 



In 

vacation. 



The total number of boys reporting was 685. 



216 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 
Occupations of girls. 



Occupation. 


After 

school. 


In 

vacation. 


Occupation. 


After 
school. 


In 
vacation. 




6 
12 
4 
4 
8 


19 
23 
17 
13 




1 


3 






2 














1 
1 












16 
1 

2 
1 
1 
2 




















2 


6 






Total 








40 


112 

















The total number of girls reporting was 741. 
Juvenile court offenses from the several municipalities of Lorain County. 



City. 


Papula- 
tion in 
1910. 


Per cent 
of total 
popula- 
tion. 


Percent- 
age of 

juvenile 
court 
cases 




2S, 883 
14, S25 
4,365 
2,106 
25, 858 


38.0 
19.5 
5.7 
2.8 
34.0 


57.2 




18.8 




11.3 




5.2 




7.5 






Total in county 


76,037 


100.0 


100 



RELATION OF IDLENESS TO JUVENILE OFFENSES. 

Since the establishment of the Lorain County juvenile court April 
14, 1913, official cases have been filed against 247 individuals. A per- 
son having more than one case charged against hirti has been counted 
but once. Of those before the court, 177 were boys and 70 were 
girls. That juvenile delinquency has increased with centralization 
of population is shown conclusively by the fact that 57.2 per cent 
of the cases were from Lorain City, 18.8 per cent from Elyria, 11.3 
per cent from Oberlin, 5.2 per cent from Amherst, and 7.5 per cent 
from all other incorporated villages and rural districts. When the 
1910 census was compiled, the population of the four cities was 
50,179, while that of the other villages and rural districts was 25,857, 
and yet the relation of juvenile court cases is 92.5 per cent for the 
cities and 7.5 per cent for the villages and country districts. 

In studying the individual official cases, the causes leading up to 
the offenses have been more interesting than the cases themselves. 
Of the 247 cases before the court, the cause of 155 was given as bad 
associations, gangs, or idleness; 68 per cent were brought up before 

1 The juvenile court judge and chief probation officer cooperated in the preparation 
of this section. Both spent much time in studying and tabulating the court records. A 
part of this section is an abstract of their report. 



SCHOOL AND HOME GABDENING. 217 

the court through drink of parents, poor home conditions, or deser- 
tion. In more than half of these last cases, the children were very 
young and the fault rested with the parent and not the child. Desire 
for adventure was given as the contributing cause for court action 
against 10 children, drink for 5, immorality and degeneracy for 6, 
and stubbornness for 3. Idleness, which has fostered the formation 
of bad associations, has been the cause of 62.75 per cent of all the 
cases recorded and of 86.5 per cent of those that were clearly the 
fault of the child. 

Causes of juvenile court cases. 

Children. 

Desertion or poor home conditions 68 

Idleness, bad associations, gangs 155 

Adventure 10 

Drink 5 

Immorality 3 

Degeneracy 3 

Stubbornness 3 

Total 247 

Aside from the definite court records, the juvenile court officials 
have furnished the following additional information : 

The foregoing official cases represent only a part of the work of 
the juvenile court officials. During the same period there have been 
about 600 unofficial complaints covering truancy, minor offenses 
against law and order, and slight acts of misconduct which have not 
been taken up by the court, but have required personal interviews 
and official calls by the probation officer. JSTo official record is made 
of these minor offenses, and only cases of severe and semisevere na- 
ture are called to the court's attention. Of these trivial crimes and 
petty offenses, the probation officer estimates that not over 25 are 
from the strictly rural districts, 100 from incorporated villages, and 
the balance of ,475 from the larger villages and cities of the county. 

The number of official cases increases with the age of the child. 
As the child becomes older, the offenses become more serious, and the 
court must deal more severely with them in the interest of law and 
order. From birth to the 14th year (see table on page 218) only 95 
cases are recorded, and of these 48 were the fault of parents or 
guardians. From 14 to 18 the records show 152 official cases. In the 
case of the unofficial offenses, the larger number, 450, are committed 
in the 11th, 12th, and 13th years. In the majority of these cases the 
child is not conscious of wrongdoing and, what to society is a mis- 
demeanor, is to him only the spirit of play. It is interesting to note 
in this connection that the height of the unofficial court offenses coin- 
cides exactly with the height of the period of psychological interest 
in gardening. 



218 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Ages of the children brought to the attention of the juvenile court. 



Ages of children. 



Official 
cases. 



Unofficial 
cases. 



Birth to 10 years of age, inclusive . 

11, 12, and 13 years of age 

14 and 15 years of age 

IGand 17 years of age 

Total 



150 
60 
30 



EFFORTS TO PROMOTE GARDENING. 

The many gardens at Elyria homes and the comparatively large 
number owned and cared for by the children themselves may be attrib- 
uted in great measure to the work of the members of the Elyria Home 
Garden Association. Very few of the children, however, do garden 
work to earn money. This association was organized in March, 1907, 
and its aims are (1) to make waste places of the city useful and 
beautiful; (2) to give knowledge of gardening for pleasure and 
profit; (3) to train children to cultivate the soil and to call attention 
to the educational and economic value of soil cultivation. 

For the first few years prizes were given for the best home gardens 
and committees from the association visited and judged the gardens 
for which prizes were claimed. During two garden seasons a trained 
gardener was employed to oversee the preparation of the soil and to 
give advice to those who entered the contest. • As the city expanded 
over a wider area, it was impossible for the visiting committee to give 
the time required to visit the gardens of all contestants. The prize 
contests were then reorganized. A fair was held in the height of the 
productive season and prizes awarded for the best displays of flowers 
and vegetables. These garden fairs are usually held in the Young 
Men's Christian Association or some other centrally located building. 
Ninety-six exhibitors took part in the contest in 1915. 

The Home Garden Association has also distributee! packages of 
seeds to the school children, 14,000 packages being sold to them in 
1915 at 1 cent each. Because of the unfavorable weather conditions in 
1916, the exhibition contest was not held, and the prize money was 
used to purchase 700 flowering bulbs, which were given to the schools 
for. school-ground decoration. 

AGRICULTURAL INTERESTS OF THE HOMES THAT MIGHT BECOME SCHOOL- 
DIRECTED PROJECTS. 

Of the 1,431 children, 435 have gardens of their own at home. 1 
At 770 of the homes of school children reporting the parents or chil- 

1 Few of the children consider gardening as an employment bringing financial returns. 
Many of them seem to have limited iheir garden work to the demands of the prize 
contests. 



SCHOOL AND HOME GARDENING. 



219 



dren made a garden last year. It was impossible to get an exact re- 
port on the products of these gardens, but the average money value 
seems to have been small, for the gardens were planted to crops which 
take much ground, 1 and companion and succession cropping was not 
practiced. 

Poultry was kept by either parents or children in 185 homes, 
pigeons in 48, and rabbits in 91. 

Agricultural interests of the home that might oecome school-directed projects. 



Schools. 


Children reported. 


Parents 
or chil- 
dren's 
gardens. 


Children 
who own 
a garden. 


Other home interests. 


Boys. 


Girls. 


Total. 


Poultry. 


Pigeons. 


Rabbits. 




91 
169 
152 
29 
60 
9S 
90 


102 
171 
144 
29 
60 
124 
112 


193 
340 
296 
5S 
120 
222 
202 


116 
159 
151 

24 
74 
124 
131 


65 

86 
91 
21 
34 
67 
71 


24 
21 
32 
7 
22 
41 
38 


5 

8 
7 
1 
4 
13 
10 










19 




2 


Ridge 


16 








16 






Total 


689 


742 


1,431 


770 


435 


185 


48 


91 







LABOR INCOME OF ELTRIA WORKINGMEN. 

The earning power of the wage-earning members of a family has 
much to do with the possibility of educating the children of that 
family. If this wage-earning power is low, the chances are that the 
children will be obliged to leave school to become wage earners be- 
fore they have received sufficient education to make efficient citizens. 
The labor income has increased during the past year, but in most 
cases it has not kept pace with the increasing prices of commodities 
and the cost of living. In the poorer families any money that can be 
earned by the healthful, educative employment of the children during 
vacation hours will tend to increase the length of school attendance 
of the children of that family. The following table of labor in- 
comes of workingmen has been compiled from information supplied 
by the leading employers of labor in Elyria : 

Unskilled labor, lowest type, 10 or 11 hour day $2. 25 

Unskilled labor, average type, 10-hour day 3. 00 

Unskilled labor, higher type, 10-hour day 4. 00 

Mechanics, 8-hour day 4. 00 to 5. 00 

Bricklayers, 70 to 80 cents per hour, 8-hour day 5. 60 to 6. 40 

City employees, many of low efficiency, 8-hour day 3. 00 

x In Middle Western towns vegetable gardens are usually planted on field-crop plans 
and yield less than one-third of the amount that could be produced by intensive methods. 



220 EDUCATIONAL SURVEY OF ELY CIA, OHIO. 

NUMBER OF CHILDREN WHO LEAVE SCHOOL BEFORE COMPLETING THE 
EIGHT GRADES. 

The reports of school principals show that an average of about '20 
pupils, nearly 1 per cent of the enrollment, leave school each year. 
The principal cause of leaving is loss of interest in school work or 
financial necessity. Considering the size of the city, this number is 
not large. The grade schools lack in special interests and activities 
that hold the " hand-minded " child. This work is specially featured 
in the high school, but that is too far away to seem attainable to the 
retarded pupil, especially at the times when he fails to gain promo- 
tion. Only a small number leave because of financial necessity, but 
ii is important to make an effort to continue the school life of the few 
by aiding them to earn while still in school. The recognition by the 
schools of the special active interest of children would do much to 
retain those who leave school because of loss of interest, 

BOrilOOD OCCUPATIONS OF SUCCESSFUL BUSINESS MEN OF ELYRIA. 

Mr. Patterson, president of the National Cash Register Co.. of 
Dayton, Ohio, makes the following statement in regard to the start- 
ing of children's gardens by that company : 

After an investigation of the successes and failures of the men who had been 
boys with me, I was impressed by the fact that there had been scarcely a fail- 
ure among those boys who had been responsible for some farm or garden 
" chores." I decided that in a very rough neighborhood I would make the ex- 
periment of using the surplus energy of the boys in practical garden work and 
let them have the products of their steady work and business energy. So grati- 
fying was the result that the garden is to-day a marked feature of the welfare 
work for the employees of the National Cash Register Co. 

In order to compare the boyhood occupations of the successful busi- 
ness men of Elyria to-day with the occupations of children now in 
school, question blanks were sent to 41 business men whose names were 
furnished by the secretary of the chamber of commerce. Replies were 
received to 29 of these questionnaires. Five men spent the period of 
their youth between the ages of 9 to 14 in the city, 12 lived in vil- 
lages, and 12 lived on farms. Eleven boys were employed in occupa- 
tions outside the home. 3 of whom were farm boys working in 
town. Of the 29 boys, 24 state that they had regular home duties, 
and only 2, both from the city, claim that they had no regular duties 
either in the home or outside. It is interesting to note that, of the 
12 farm boys, all had regular farm chores and 3 earned extra money 
in the village. Of the 12 village boys, 11 had home duties, such as the 
care of a horse, cow, poultry, or a garden, and the twelfth bad em- 
ployment outside the home. 

In regard to the duties of his early life, one of the men added the 
following note to his questionnaire: "As far back as I can remember 
there was something to do about the house and garden. There were 



SCHOOL AND HOME GARDENING. 221 

no idle boys in those days. Every household contained one or more 
boys who were kept busy." 

THE OBLIGATIONS OF THE CITY HIGH SCHOOL IN TRAINING ITS PUPILS FOR 
COUNTRY LIPE. 

In the Elyria High School there is each year a large group of 
tuition-paying students from the surrounding country districts. In 
1910 there were 161 of these students ; in 1911, 187 ; in 1912, 171 ; in 
1914, 166 ; in 1915, 202 ; and in 1916, 183. Of the total enrollment of 
602 high-school students in the fall of 1916, nearly one-third, 183, 
were out-of-town students. All of these students come from farm 
homes or small rural villages and should have the opportunity to 
study vocational agricultural subjects. City students are well rep- 
resented in agricultural classes, as one-half of the number enrolled 
are Elyria boys and girls. One high-school teacher gives his full 
teaching time to agriculture. The agricultural courses now given in 
the high school do not form the center of a complete course of study, 
but students in any of the four. courses of study (classical, scientific, 
commercial, industrial) may elect the subject during the junior and 
senior years. Five courses are offered, one in general agriculture, 
three in horticulture, and one in animal husbandry. Because the sub- 
ject is elective in the last two years of the course, the same students 
seldom complete more than two courses, and it is impossible to lead 
the pupils to a definite end by a series of progressive interrelating 
steps. Agriculture has become subordinate to other courses and it 
is not taught as a major course from a vocational standpoint. This 
lack of systematic arrangement of courses and* the fact that home 
projects are not required has led, in some cases, to the election of agri- 
culture simply to make up a required number of credits. Fifty-nine 
per cent of the students taking agricultural courses state that they 
elected it for its cultural value, 28 per cent for its vocational value, 
and 13 per cent because the State law requires all teachers to study 
the subject. 

The agricultural classes were visited to determine the relation of 
the agricultural teaching to the out-of -school activities of the pupils. 
Of the 112 students present on the days the classes were visited, ex- 
actly half live in the city of Elyria and half were from the country 
districts. Of Hie city students, 26 were employed in money-earning 
occupations outside the home, and 15 had some regular work at home. 
Not any of this work had direct agricultural bearing. Of the coun- 
try students, 45 had home work and 1 was employed away from home. 
None of the city students have home projects from which they receive 
the profits, while 30 country students have some form of home 
projects, and 18 carry the work throughout the year and receive 
the profits. Sixty-five of the students stated that they desired to 



222 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

conduct a home project under the direction of the agricultural 
teacher. 

VALUE OF SCHOOL-DIRECTED HOME GARDENING TO ELYRIA CHILDREN. 

Economic. — Eeports were received from 1,431 children, 986 of 
whom could have home garden plats of 1,000 square feet or more. All 
children who have no back-yard space could be supplied with space 
on vacant lots. If all the 1,431 children were taught to make gardens 
and each child grew an average of $20 worth of vegetables a total 
value of $28,620 would be produced on waste land by children who 
now waste most of this time. Considering the amount of land avail- 
able, many children might net as high as $100 per season for their 
garden work and the average for all might very easily be made as 
much as $50, a total of $71,550. 

One teacher is able to direct the garden work of from 150 to 200 
children, and from 6 to 8 trained teachers would be needed to work 
after school, on Saturdays, and during the summer vacation. An 
additional salary of about $250 would probably be sufficient for the 
extra work of each of these teachers, or a total cost to the school 
department of from $1,500 to $2,000. From a purely financial stand- 
point, an expenditure of from $1,500 to $2,000 for a return of from" 
$28,620 to $71,550 should be good business. In case the children 
average a net return of only $10, the net money value to the com- 
munity would be $14,310, or from seven to nine times the cost in 
teachers' salaries. 

Health. — To improve the health of the children through out-of-door 
exercise would be of enough value to warrant all expenditures for 
garden teaching. To be mentally strong, the child must be physically 
healthy. A child working with feet in the soil, head in the sunshine, 
and lungs filled with fresh air will have redder blood coursing 
through his veins, eat better, sleep better, and grow into stronger 
manhood than one who works in mill or shop or idles his time away. 
The most real of all experiences comes to the child through accom- 
plishing a worthy task that has definite relation to his life. 

Mental training. — Most of the present-day city occupations open 
to children usually cease to be educative when they become produc- 
tive. In the shop and factory, the same thing must be done in exactly 
the same way, day after day. In the street trades, there is very little 
chance for real occupational growth, and the acquiring of the " busi- 
ness sense," commonly spoken of, is often really the formation of 
habits of taking advantage of, or defrauding, others. In the garden, 
on the other hand, conditions are not the same from hour to hour. 
Each day brings new duties and problems, and each year old meth- 
ods must be improved and new products may be added. The child 
is not taking advantage of another for his own gain, but is coping 



SCHOOL AND HOME GARDENING. 223 

with nature's forces and learning nature's innumerable lessons, and 
at the same time contributing much to the comfort and pleasure of 
others. 

Habits of industry. — Of the total number of children, 1,426, who 
reported on occupations, 15.8 per cent worked during the out-of- 
school hours and 29 per cent were employed in the vacation. The 
time of both boys and girls was occupied less than one hour per day 
by duties in the home. Studies of the out-of -school employment of 
children seem to show that, as the city grows in size, the possibilities 
for productive occupation decrease, and that the decrease is in direct 
ratio to the size of the city. 

The boy without regular work is apt to become the man without a 
job. In order that the man may be a successful worker, the child 
needs real occupation when in the habit-forming period. The cul- 
tivation of the back yards and vacant lots of the city would furnish 
regular occupation for many children who have no occupation or 
have been excluded from harmful pursuits by child-labor laws. 

The making of a successful garden requires daily work. Weeds 
must be subdued, the soil must be mulched, and crops must be har- 
vested at the right time. From such regular work the child forms 
early the habit of industry. 

Moral influences. — No other one thing reveals quite so clearly to 
the child his place in life's plan as work with living, growing things. 
Through the use and sale of garden products, he learns to value dol- 
lars in terms of labor. To learn to earn one's own living honestly 
is a fundamental basis of morality. The evils of community, State, 
and Nation come not from those who have learned to live by their 
own labor, but from those who wish to profit only from the labor of 
others. 

SUMMARY OF FINDINGS. 

1. The farming district about Elyria does not furnish enough veg- 
etable food to meet the demands of the city. Thus, there is a good 
opportunity for vocational training in intensive gardening. 

2. Within the city of Elyria the greater part of the ground is 
fertile and well adapted to the production of vegetables under inten- 
sive methods of cultivation. 

3. There is enough land available for all children in the public 
schools to have all the space which they are able to cultivate. Only 
a small percentage of the children live in apartments, flats, or tene- 
ments, and it would be comparatively easy for teachers to find enough 
space for these children on the large platted areas which have not 
yet been built upon. The most congested area, the Hungarian vil- 
lage, has open areas on all sides, besides a large plat owned by the 
public school department, which might be used for children's gardens 
or family garden plats. The schools are so located that a teacher 



224 EDUCATIONAL SURVEY OF ELYRIA, OHIO. « 

could visit all the gardens of the children without traveling long 
distances. 

4. The cost to an Elyria family for vegetables is such that it would 
be of great economic value if a large part of this food were produced 
in the back yards or on near-by vacant lots. 

5. Twelve hundred children have no regular money-earning work 
after school hours and 1,012 are not employed during vacation. 

6. Idleness has caused the largest number of the official juvenile 
court cases by the association of the boys into gangs or with older 
men or women of bad repute. Of the 600 unofficial cases handled by 
the probation officer, the greatest number of offenses occur about the 
twelfth year, at exactly the age at which it is easiest to arouse inter- 
est in gardening. 

7. Much interest in gardening has been created by the efforts of 
the Elyria Home Garden Association, but because of the growth of 
the city the work now needs to be put on a stronger financial basis. 

8. Because of the large number of home gardens, conducted either 
by parents or children, and the large number of small animals kept 
for their economic value, it would be very easy to start home project 
work with the present equipment. 

0. The labor incomes of Elyria workingmen, although higher than 
formerly, have not kept pace with the increased price of commodi- 
ties and are not sufficient to pay what ought to be considered neces- 
sary expenses for their support of their families. 

10. The children leaving school each year because of the economic 
conditions of the home might be retained in school if these children 
could help suppQrt their parents by their work during out-of-school 
hours. 

11. During their boyhood, the business men of to-day were very 
largely engaged in home duties of an agricultural nature. With the 
increase in the size of the city and the elimination of agricultural 
activities, the amount of available work for children has been very 
much reduced. 

12. Nearly a third of the students enrolled in the Elyria High 
School come from the surrounding country districts. Under the pres- 
ent arrangement of agricultural classes, these students are not re- 
ceiving satisfactory training for country life. The present courses 
are very largely of an academic nature and have very little real in- 
fluence on the home work of the boys and girls, especially during 
the vacation periods, when the direction of home project work 
should be of the greatest value. 

RECOMMENDATION S. 

1. High school. — Agriculture as a vocational subject should have 
a much more prominent place in the high-school course of study. 



SCHOOL AND HOME GARDENING. 



225 



The subject should form the center of a course rather than be an elec- 
tive in many courses. 

2. The agricultural instructor should be employed for 12 months 
each year. 

3. The full time of the agricultural instructor should be given 
to his subject, and he should not be burdened with other duties. 

1. The course should be so arranged that by combining the stu- 
dents graduating in odd years in a single class and the even -year 
pupils in another class one instructor could direct the project work 
and study of each of his pupils during a full half of the school time 
through a four years' course. The following diagram adapted from 
the bulletin of the Massachusetts Board of Education, 1912, No. 4, 
will make this method of class grouping clear. The projects recom- 
mended in this chart proceed from the simple to the complex, and 
form a logical method of approach to the subject. They are : Kitchen 
garden, first year; small animals, second year; farm animals and 
farm crops, third year; and fruit growing and market gardening, 
fourth year. 

A METHOD OF GROUPING CLASSES IN AGRICULTURE. 



School years ending 1918, 1920, and other even 

years. 
First and second year pupils, one-half school 



School years ending 1920, 1922, and other even 

years. 
Third and fourth year pupils, one-half school 

time. 



Agricultural science and projects applied to 

a given community: 
Kitchen gardening: Vegetables, small fruits. 
Ornamental planting: Shrubbery, flowering 

plants, lawns. 
Farm shopwork: Making and repairing for home 

and school use hotbeds and cold frames, etc. 



Agricultural science and projects applied to 

a given community: 
Farm animals: Types, breeding, management. 
Farm buildings: Sanitation and conveniences, 

plans, construction, upkeep. 
Farm crops for keeping the animals— rotations, 

balancing, cultivation, etc. 
Farm machines and implements— their use and 

repair. 



School years ending 1919, 1921, and other odd 

years. 
First and second year pupils, one-half school 

time. 



School years ending 1921, 1923, and other odd 

years. 
Third and fourth year pupils, one-half school 

time. 



Agricultural science and projects app-ied to 

a given community: 
Small animals: Poultry, sheep, swine, bees — 

types, breeding, management, rations, etc. 

Buildings and equipment for small animals- 
plans, cost, etc. 

Home-grown crops for small animals— kinds, 
quantities, seeds, soils, place in farm crop, 
rotation, fertilizing, tillage, harvesting, 

Farm shopwork and other construction. 



Agricultural science and projects applied to 
a given community: 

Fruit growing: Orcharding and small fruits not 
before dealt with— propagation, cultivation, 
packing, etc. 

Market gardening: Markets, soils, seeds, fertili- 
zers, tillage. 

Buildings and appliances: Plans, devices, im- 
plements, and machines— cost, use, and up- 
keep. 

Farm shopwork and other construction. 



61564 c 



-15 



226 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



5. All high-school students in agricultural courses should be re- 
quired to conduct home projects, and credits should be withheld until 
the projects have been completed and approved by the instructor. 

6. The students in the high-school agricultural department should 
give half time to the study of agriculture vocationally and half to 
the study of cultural subjects. The following division of time recom- 
mended'in the Massachusetts Board of Education Bulletin, 1916, No. 
23, has proved very satisfactory in communities similar to Elyria : 

DIVISION OF TIME RECOMMENDED FOR STUDENTS IN AGRICULTURE. 



Part I— Intensive Training, 50 per cent of 
pupil's time. 



Part 2— Extensive Training, 50 per cent of 
pupil's time. 



Project study and project work, centering 
on— 

(1) Projects of the pupils. 

A. At home, as a rule. 

B. Near home, occasionally. 

C Pupil responsible, but supervised by in- 
structor. 

(2) Projects of the department. 

A. At the high school, rarely. 

B. Neighborhood demonstration, as of pruning, 
spraying, hotbed making, and greenhouse 
work. 

C Instructor responsible, but uses projects 
for group instruction in observation and 
practice work. 

(3) Substitutes for projects. 

A. Work on approved farms, with agreed-upon 

educational duties, as cost-accounting 
one or more cows or one or more crops. 

B. Employer chiefly responsible, but super- 

vision by instructor. 

(4) Remark. — The agricultural instructor must, 
as a rule, assume full responsibility for teach- 
ing the "related study" required for the proper 
understanding and execution of his pupils. 
He must generally teach his boys the vital 
correlation between their projects and such sub- 
jects and activities as arithmetic, biology, chem- 
istry, entomology, drawing, shopwork, ac- 
counting, filing, farm journal reading, and 
agricultural economics. 



Cultural and good citizenship training, 
selected from one or more of the regular 
high-school courses, and dealing with such 
subjects as- 
English, every year. 

Social science, including community civics and 
economics. 

Natural science, including elementary science, 
biology, physics, and chemistry. 

Drawing, free-hand and mechanical. 
Shopwork. 



Business, including typewriting, business forms, 
and filing, bookkeeping, commercial geogra- 
phy and commercial law. 

Physical training. 

Music. 

Recreation. 



Elementary schools. — 1. The high-school agricultural department 
should be the central influence in the promotion and direction of 
school-directed home gardening in the elementary schools. 

2. The high-school teacher of agriculture should conduct practical 
after-school classes for the training of home-garden teachers in the 
grades. 

3. One regular grade teacher, after having received sufficient gar- 
den training, should direct the home gardening of the children in 
the school to which she is assigned. This work should be done after 



SCHOOL AND HOME GARDENING. 227 

school, on Saturday, and during the summer vacation, and the teacher 
should receive additional compensation for it. 

4. A part-time garden teacher should be provided for each of the 
following schools: Hamilton, Jefferson, Gage, Franklin, McKinley. 
One teacher should conduct the work in the Garford and Ridge 
Schools. 

5. A careful record of the money value of the crops raised should 
be kept in order to prove the financial, as well as the educational, 
success. 

6. The gardening should be made as intensive as possible, and 
should continue through the maximum number of days possible in 
this climate. Winter gardening should be encouraged. 

Cost. — The only additional costs involved in the recommendation 
of this report are : 

Extra salary of high-school teacher of agriculture for three 
summer months $450 to $600 

Salary for extra time of six regular teachers working after 
school, Saturdays, and during vacations 900 to 1,200 

Total 1, 350 to 1, 800 



Chapter X. 
MUSIC IN THE PUBLIC SCHOOLS. 



THE NATURE AND VALUE OF MUSIC. 

Man has always sought to create beauty. In tone, in clay, in pig- 
ments, and in many other media he has wrought forms to satisfy 
some peculiar craving of his spirit. This longing is unselfish, un- 
worldly. The values sought are not utilitarian. They belong to a 
realm of aspiration distinct from the world of material demands. 

Music is close to the idealistic nature of man, for it voices what is 
within rather than what is without. It is a voice for the expression 
of fundamental states of feeling Avhich neither words nor graphic 
forms can so well express. 

In its vocal forms, especially in opera, and in some instrumental 
forms, music may, indeed, seize upon incidents and situations in life 
and exalt and intensify their emotional aspects. But always music 
transcends the incident or situation in that it adds beauty — beauty of 
tone and beauty of tonal design — that was not inherent in the situ- 
ation itself. 

In so far as music quickens profound emotional powers, it ener- 
gizes to action, for feeling is the mainspring of action; and in so far 
as it elevates mood from the worldly plane to the plane of the ideal- 
istic, it stimulates action along regenerative lines. That it has such 
capacities makes it of no small moment to education. 

The values of music are not to be attained vicariously. Each must 
experience them for himself, as listener or participant. To take part 
in musical performance enormously increases the value of music to 
the individual; and the chorus singing and orchestral playing that 
have come into our public schools are therefore agencies that work 
powerfully toward the attainment of these values. 

Value as a socializing force. — " One touch of nature makes the 
whole world kin," we say. This touch of nature is simply something 
which evokes a mood that is good and universally experienced. It is 
these broad, universal, human moods with which music deals; and 
consequently people exhibit, under the appeal of music, a closeness of 
sympathy and a unity of feeling that surpass any other unity ordi- 
narily experienced. The fact that music can enlist the participation 
of large numbers of people at the same time, though they be young 
228 



MUSIC IN THE PUBLIC SCHOOLS. 229 

and old and diverse in many ways, is again a matter of profound sig- 
nificance. In a cosmopolitan community the hour of song in the 
public schools, or of community chorus practice by adults, may be the 
only time when complete social solidarity is attained by a community 
group. 

Value of leisure.- — The character of modern industrial and commer- 
cial life tends toward the mechanization of human life. In many 
callings men are never so little their own true selves as when they arc 
at work. It is during the leisure hours that the individual powers 
and qualities are restored and developed. Music holds a safe and 
strong regenerative power for the individual during these hours im- 
measurably greater than the wearing excitements into which he is so 
often led. 

Value as a vocational subject. — The number of graduates from our 
public schools who practice music vocationally is out of all propor- 
tion to the provision made in most schools for their instruction ; and 
the generous provision is made for other subjects of assumed voca- 
tional importance which, in vocational outcome, are not in advance 
of music. A much greater degree of attention is due to music as a 
vocational subject alone. 

DEPARTMENTAL MUSIC IN PUBLIC SCHOOLS. 

A department of music in a public-school system should be organ- 
ized and should function in such a way as to attain the values stated 
or implied in the foregoing section. Its success in such attainment 
will be dependent upon two general factors, each of which is sus- 
ceptible of many subdivisions. 

The first factor is pedagogical. The specific ideals that charac- 
terize and direct the work of the department ; the ideals of the school 
authorities and of the teachers who administer the course ; the musical 
education and training of both special and regular teachers; their 
pedagogical knowledge and ability; the nature and extent of the 
course of study as dependent upon the professional ideals and knowl- 
edge that prevail ; all of these considerations and many more operate 
powerfully in shaping results, both as to their extent and quality. 

The second factor is one of organization and equipment. The 
number of supervisors and teachers employed in the department; 
the plan of organization; the equipment provided, such as music 
books, sheet music for choruses and orchestras, pianos, organs and 
orchestral instruments, pitch pipes, staff liners, blank music writing 
paper, etc. ; these are some of the considerations grouped under the 
second factor. 

The first factor obviously forecasts the possible outcome of the 
teaching done, on the basis of qualitative result; the other forecasts 
it on the basis of quantitative result. 



230 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

Ordinarily the two maintain a somewhat balanced relationship; 
for teaching that is rich in quality is likely to attract to itself ade- 
quate equipment; and, on the other hand, quantity of provision is 
likely to imply either a large present interest or an enthusiasm toward 
building up an interest that in itself promises much. In Elyria there 
has been an artificial disturbance of these relations; and because it 
seems necessary to discuss present conditions and future possibilities 
in Elyria from two standpoints, the foregoing somewhat arbitrary 
division is made. 

BASIS OF THE REPORT ON MUSIC. 

This report is based upon observations made in visits to the seven 
elementary schools and the high school in Elyria. Of the 59 rooms 
in the elementary schools, 55 were visited, and in all but 3 of them 
some exhibition of the work in music was given, sometimes by means 
of a formal and extended music recitation, at other times by the 
singing of songs alone, or by the singing of both songs and sight- 
reading exercises. In the high school some assembly singing was 
heard and several visits and conferences with the members of the 
educational staff yielded valuable information; but no opportunity 
occurred to hear the high-school orchestra or the high-school 
choruses and glee clubs. A parent-teachers' meeting attended at the 
close of an afternoon session in one elementary school yielded inter- 
esting suggestions. In another school one of the classes (listed as 
unvisited in the foregoing statement) was found assembled and 
listening to an interesting lecture-recital given by the teacher in 
charge with the aid of a phonograph just purchased. Highly val- 
uable information was acquired also in conferences with persons in- 
terested and informed as to conditions who were not members of the 
regular educational staff. 

MUSIC IN THE ELEMENTARY SCHOOLS. 

Elyria has had music in her public schools for a number of years, 
and a competent supervisor has been employed during the past 14 
years at least. Beginning in September, 1916, the services of the 
supervisor were discontinued. A survey of conditions made after a 
semester had passed during which no specialist was directing the 
work, must necessarily be guarded against assumptions that rest upon 
ignorance of the amount of change caused by the modification in the 
school system. The first fact noted was the spirit of the teachers 
under the change. There was little or no feeling of relaxation. In- 
stead there was a feeling of greater responsibility incurred and of 
greater obligation for extra effort. Doubtless the teachers were 
moved not only by the characteristic sense of fidelity to a trust, but 



MUSIC IN" THE PUBLIC SCHOOLS. 231 

also by inclination ; for any teacher who loves children and has felt 
the kinship between the spirit of childhood and the spirit of music 
will not willingly relinquish it. This leads to a comment upon the 
spirit of the Elyria schools in general. It is professional and hu- 
manistic. In this the schools provide the indispensable condition in 
which music, art, literature, and liberalizing influences generally may 
develop. School systems can be found in which the spirit is so rigor- 
ously hard and formal that liberalizing influences obtain no foot- 
hold and can make no growth. This is not the case in Elyria. 

The methods and practice of teaching do not make full capital out 
of this general spirit and intention (conscious or subconscious) of 
the school system and the community. The method is often incon- 
gruous with it, and with a proper plan of music instruction, in that 
it approaches an art problem in a scientific spirit, and presents 
music primarily as a technical problem of staff notation and sight 
singing, rather than^as an art in which there must be richness of 
experience and freedom and grace of expression. The practice's are 
at times misdirected by this unfortunate bias of method, and are 
marked also by some lack of skill and efficiency. There is further a 
deplorably meager equipment of music books and contributory mu- 
sical material, and the time given to music, while adequate in the 
lower grades, is insufficient in the higher grades. To offset these de- 
ficiencies there are at present but two influences, namely, the fine 
spirit of the teaching staff and the occasional presence of teachers 
of unusual musical ability and training. 

For pupils in the first year of school the course very properly pre- 
scribes nothing but rote songs until the last month of the school 
year, when the scale by syllables is taught by rote. In the second 
year rote singing is continued, but a parallel course of instruction in 
staff notation is begun and developed on the blackboard. 

Several features of instruction that are open to criticism were ob- 
served so frequently in the work for these two years that they may 
be said to be prevalent. The rote songs were often not well chosen, 
and when they were not bad in themselves they were presented often 
from a wrong standpoint. A short discussion of principles is un- 
avoidable here, if the reader and the writer are to arrive at a common 
basis of understanding. 

In so far as music (mainly in song) connects itself with incidents 
and situations of life and dilates upon their emotional significence, it 
covers a range of moods that are common to all the arts, and indeed, 
to ordinary sentimental experience. Now, the musician cares but 
little for the worldly incident ; that is but the trigger that releases 
in the composer the flow of real tonal beauty. But to the layman, 
less sensitive and less trained to respond to purely musical beauty, 
the incident itself assumes paramount importance, for it belongs to 



232 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

ordinary nonmusical experience. The grade teacher, quite defen- 
sibly, belongs normally to the laity. A song entitled " Snow " is 
likely to appeal to her because of her interest in snow rather than 
her interest in song. The tune, being a negligible factor, may conse- 
quently not be carefully scrutinized and evaluated. Many a shoddy 
and vulgar tune has thus crept into school music. 

But the mischief does not stop here. If music is the first considera- 
tion, beautiful tone, necessitating good voice management and grace- 
ful, delicate shading and phrasing will be demanded. On the other 
hand, if pictorial or narrative function is primarily the aim, beauti- 
ful singing is less important than impulsive declamation. To enter 
into a song, on this basis, a child does not need primarily to train 
his ear and modulate his voice accurately and beautifully so much as 
he needs to visualize and dramatize a situation. But the situation, so 
visualized, is likely to distract his attention from anything tonal 
that may be happening. 

The selection of " barnyard " songs and songs of like ungentle 
realistic character, violent " motion " songs, loud and unmusical sing- 
ing, many monotones, and much use of the chest voice, are some of the 
signs that frequently mark the adoption of this wrong principle. 

Applied to the Elyria schools, the most that should be said is that 
there is some uncertainty as to basic principles in selecting and teach- 
ing rote songs. The majority of the songs are good; but the occa- 
sional presentation of an unmusical song in a dramatized manner, 
often with the employment of laboriously contrived motions, implies 
that choice does not rest upon irrevocable conviction. Again, songs 
that were musically excellent were often given with a focus of atten- 
tion upon the worldly incident rather than upon the tonal beauty that 
alone gave them merit. The vocal quality and practice was, in the 
main, very good. It was vitiated occasionally by emphasis upon the 
wrong values in the manner just described. More frequently a faulty 
and indefensible practice of another sort was observed. This was the 
failure to use a pitch pipe. Song after song was started by guess by 
the teacher, invariably in too low a key. Probably two-thirds of the 
singing heard from first and second year classes was below the favor- 
able range for children's voices, and so was not only productive of 
poor tone but was developing wrong vocal methods. In only three 
of these rooms was a pitch pipe used. Often the teacher gave the 
command to sing without giving any pitch whatever, leaving the 
guessing of the pitch to the children. After a few measures the 
group, in such cases, would unite with the strongest voice. 

No desk copies of rote song books for use by the teacher were ob- 
served anywhere. Inquiry elicited the information that none had 
ever been provided. Prior to this year the supervisor of music 
had hectographed rote songs from various sources, and the songs thus 



MUSIC IN THE PUBLIC SCHOOLS. 233 

laboriously provided were the only ones generally available. The 
board of education should reflect that these songs are frequently copy- 
righted and are not open to reproduction. Such songs still com- 
prise the course, but are occasionally supplemented by songs of 
doubtful value obtained by teachers from educational journals and 
other sources. 

The proportion of monotones in the lower grades and throughout 
the elementary schools is somewhat larger than it should be. The 
dramatic rather than the musical and vocal conception of song and 
the failure to use pitch pipes are doubtless largely responsible. Dis- 
cussions with teachers disclosed no definite and generally accepted 
convictions and methods of practice with regard to monotones. Only 
the slightest trace was found of the ancient fallacy that monotones 
are defective of ear — are unmusical or tone deaf. It was generally 
held that they are curable and therefore are inept vocally rather than 
defective aurally. Again, in relation to this feature of work, the 
teachers as a class were uncertain and lacked a clearly outlined creed. 
Results were, therefore, very uneven, for they depended upon such 
capabilities and training as the individual teacher might have pre- 
viously acquired and not upon any present help provided by the 
Elyria school system. 

The position for singing generally required of the pupils in the 
lower grades was faulty. Each pupil must clasp his hands behind his 
back. This may lead to good discipline, but it results in a stiff and 
constrained position that is detrimental to good breathing and sing- 
ing. In the higher grades the necessity for handling books led to the 
abandonment of this position. 

The introduction of staff notation in the second year is in accord 
with approved educational practice, but the manner of study is not. 
Technical study is not based upon the rote song experience previously 
gained, but it becomes a separate and unrelated form of study. 
Sight reading is made to depend upon analytical reckoning up and 
down the degrees of the staff, instead of upon unreasoned and imme- 
diate knowledge gained through more and more detailed observation 
upon the notational aspects of familiar songs and studies. The 
method followed causes the pupil to conquer music by the use of 
purely rational processes and requires that his freedom of musical 
expression (except for the contemporaneous course in rote singing) 
wait upon a technical mastery so gained. It is a method that has been 
generally abandoned, for the same reason that the alphabet method 
in reading has been abandoned. 

The first two years in the elementary school should be years of 
musical experience. They should give the child the use of his singing 
voice and pleasure in song as a means of expression ; they should ac- 
custom his ear to beauty of tone and store his mind with memories 



234 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

of pure tonal procedure as it lives in a wide repertoire of beautiful 
rote songs for children, many of them folk songs, many of them by 
such writers as Schumann, Beinecke, Taubert, Nevin, and Mrs. Gay- 
nor ; they should bring to him in the second year a view of the staff 
and of staff notation, and his attention should then be called to the 
correlation between tonal processes and the visual symbols of the 
staff, until the musical forms symbolized are called to his mind 
quickly by the appearance of the notation. Sight reading as a mathe- 
matical computation of staff relationship from which musical feel- 
ing and intuition are absent or in which they play no helpful part 
is not then or at any later period a necessary or appropriate prac- 
tice. This does not mean that children are not to be taught to read 
music; for all can and should be taught to read it accurately and 
fluently. It means *only that musical feeling and study of the tech- 
nic of music should never be divorced, especially in the earlier years. 

In the third year in the Elyria schools music books are placed in 
the hands of the pupils, and the course assumes in general the for- 
mal outlines within which it is to be developed during the succeed- 
ing years of the elementary school. It is unnecessary to discuss the 
work of these years separately. The important comments are gen- 
eral and apply to all years equally. Comment applying to features 
characteristic of specific years will be explicitly referred to those 
years. ' 

Beginning in the third year the presentation by the teachers of 
music in many keys naturally brought about a more frequent use of 
pitch pipes. It is of course, impossible to do the work well without 
constant use of the pitch pipe, but such use is not yet fully estab- 
lished in Elyria, even in the later years of school life. In fewer 
than two-thirds of the rooms in all the higher grades was the pitch 
pipe used. The singing was frequently below pitch and of wrong 
vocal quality in consequence. 

The spirit and manner of technical instruction begun in the sec- 
ond year is maintained throughout the succeeding years. An as- 
sumption that underlies this method is that eventually a scientific 
technical power "will be attained that will be at the service of the 
student for the adequate expression of his musical nature. Inci- 
dentally this implies that musical feeling is already in the student, 
needs no special exercise for its development, and will lie dormant 
without diminution until technical attainment unlocks the doors and 
permits it to step forth in joyous freedom. But musical feeling, like 
musical technic, must be developed step by step ; and again, there is 
the ominous possibility that a technical mastery may never be gained, 
and that all may be lost. Exactly this is happening, in moderate 
degree, in Elyria. Technic, divorced from free musical expression, 
endeavors to fit itself as a vehicle for that expression, but remains 



MUSIC IE" THE PUBLIC SCHOOLS. 235 

always below the point at which the student's musical nature must 
be seized for its proper development. There is consequently in 
Elyria not enough joyous singing nor enough live interest and vig- 
orous development in technical work. Music stands defeated by 
technic; and technic has lost its old faith in its ability to reach the 
goal of union with music, and is dejected. 

The cure is to reverse the process and expect musical practice, with 
study of that practice, to lead to technic rather than to expect a 
study of technic to lead to musical practice. 

The lack of joyous, beautifully finished singing was, as may be 
supposed from the foregoing, more conspicuous in Elyria than the 
lack of technical knowledge or even of technical ability. Some beau- 
tiful singing was heard, especially in lower-grade rooms; but since 
singing, especially in the higher grades, is restricted to the range of 
technical conquest, the pupils are not trained to use the ear as a 
corrective and guide in their singing, but only the rational intellect. 
Until it informs them of error they remain seemingly unconscious of 
error, or at least unresponsive to the testimony of the ear. If they 
sing altogether by ear, as I heard some few classes do on a song or 
two, the lack of their familiar scientific means of measurement and 
evaluation puts them again at a loss. The remedy is to approach 
music as an art of tonal expression, and cultivate a refined sense of 
hearing. The ear should first recognize right from wrong ; the mind 
should provide explanation of the cause. 

Knowledge of elementary theory, that is of kinds of notes and 
rests, measures, key signatures, keys, chromatic signs, etc., is very 
good and fairly uniform. Ability to sing at sight is excellent in some 
rooms and quite poor in others, but the average is very fair. These 
two phases of study are properly inseparable, but in many cases they 
were treated separately. For instance, a feature of instruction fre- 
quently observed was a preliminary quiz on some song to be sung 
as to its land of measure, its notes and their length, its keys, etc. 
Often this was followed by concerted reading, not singing, of the 
syllable names of the notes. There is no harm in such a quiz, pro- 
vided the knowledge essential to the answers is not purely academic. 
If it represents a memorizing process only, and the knowledge im- 
plied does not spring out of extensive practical experience in singing 
at sight, it is nothing but a formal memory drill, representing no 
musical power, and for which practice in using the knowledge talked 
about might be well substituted. As to the toneless naming of syl- 
lables, it is a barren and time-wasting process. The syllable names 
to all the notes in a book might be so named without giving the 
slightest increase in musical power to the student. Syllables are 
valuable When associated with tones to such a point that the syllable 
suggests the tone and the tone suggests the syllable. If the pupils 



236 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

would merely look at their books and sing silently, as a preparation 
for singing audibly, they would probably think both syllable names 
and tones, and rhythm in addition. Mere speaking of the syllable 
names is certain to drive the thought of the tone from their minds; 
and the rhythmic movement is of course not considered. The sequel 
to such preparation was often what might be anticipated ; the pupils 
answered the questions and spoke the names correctly and then failed 
to sing the song or study in time and in tune. The preparation had 
not prepared; it was merely doing something else first. When the 
pupils did not fail after such preliminaries, it was evident that they 
would not have failed anyway, as they could invariably sing other 
studies equally well without such formal preliminaries. 

Two-part singing is successful, though not uniformly so. The aver- 
age accomplishment, however, is good. Three-part singing, with 
treble voices, is less uniform, and the average attainment is moderate. 
The work observed, indeed, was below the standard of moderate, but 
it would be unfair to estimate net results from the work heard. No 
phase of school music is more seriously disturbed by the shifting of 
pupils at the beginning of a new term than part singing, and this 
survey of the music was made just following the beginning of a new 
semester. Power, however, may be estimated at such a time much 
more accurately than '.itainment; and from the power exhibited as 
well as some attainments noted it is probable that the three-part sing- 
ing is better than moderate, rather than poorer. 

Although part singing is successfully developed in the schools of 
Elyria, it is yet open to one fundamental objection. The general 
practice, systematically carried out, places all the boys on the lower 
part or parts, all the girls on the higher. Whether the pupils are 
assigned such parts by the teachers, or whether the classification is 
left, as I was informed it is, to the choice of the pupils, with the re- 
sult stated, the plan is seriously faulty. It begins by affirming, or at 
least condoning, a palpable untruth, namely, that the unchanged 
voices of the boys are different from those of girls and are lower in 
pitch. It proceeds then to warp the voices of the boys toward their 
lower range and consequently toward a mode of voice production 
fundamentally vicious for children. Meanwhile the girls, although 
safe vocally, are weakened negatively in their growth in musical 
power to a deplorable degree; for training in carrying a lower part 
is of inestimable value in any system of instruction in music. There 
is absolutely no basis in fact for this scheme of classification, for the 
voices are equal, boys and girls alike. Any group singing a second 
part of one song, or throughout one week, should sing the first part 
for an equal period following. All would thus develop their entire 
normal vocal range and have opportunity to develop equal musical 
power. In three-part singing a similar plan should be adopted and 



MUSIC IF THE PUBLIC SCHOOLS. 237 

applied to all voices except an occasional unusual one, perhaps a 
changed voice or a treble voice of exceptional register. In the sixth 
year, and still more in the seventh, there will be such voices and they 
should be individually examined and classified. All the others, lack- 
ing distinctive features of range, should be treated uniformly. 

There is no plan in theory or practice, so far as could be seen, for 
caring for the changing voices of boys in the seventh and eighth 
grades. The work with classes that include such voices is below 
normal standards. Such splendid results can be obtained with these 
boys under expert management that it is depressing to see ability and 
interest come to naught through lack of guidance. There is more 
than a present musical loss, more than a musical loss present or to 
come, in such failure. To change a boy from an embarrassed humili- 
ated person, possessed of a growing conviction that he is unmusical, 
and a consequent growing distaste for music that may even lead to 
rebellion against the music hour and the constraints of the school in 
general, into an unashamed lad, filled with interest, proud of his 
knowledge and new-found vocal technic, somewhat overeager and 
overconfident, indeed, about singing, and certain that he is quite 
musical — to do all this is to do much more than merely secure a 
present satisfactory musical result. Often it means to awaken a 
new personality; and at the least it means to add some capacity for 
enjoyment to a boy's life at just the time when he was about to re- 
nounce it with disdainful bitterness. 

JMUSICAL INSTBTJMENTS. 

An aspect of aridity appears in the elementary schools, with respect 
to music, because of the small provision made for musical instru- 
ments. One good new piano was seen ; and one school principal had 
herself provided a piano in the room in which she was teaching, and 
was giving to most of the classes in her school lessons in her own 
room, where the piano could be used greatly to enrich the lessons. 
The seven kindergarten pianos were not examined. Use of such 
pianos is ordinarily restricted to the kindergarten alone, but if those 
in Elyria are in good enough condition to be used, they might other- 
wise be put into service, for the kindergartens have been abandoned. 
No reed organs were found. Five schools were found to possess 
phonographs, but these serve other purposes than pianos or organs 
and can not be considered as substitutes for them. 

A piano or organ in the schoolroom lends to the music in that room 
exactly what it would lend in a home. Its mere presence adds in- 
terest and charm to the atmosphere, and its use not only broadens 
the musical horizon and adds to musical enjoyment, but is also an 
invaluable aid in giving technical instruction. The development of 
community relationships in the school, through informal recitals by 



238 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

individual pupils for the benefit of the other pupils, is an additional 
value. 

No report was obtained of the number of pupils in the elementary 
schools studying orchestral instruments, but the number of such 
students in the high school probably implies a large number among 
the younger pupils. Beyond permitting some eighth-year students 
to play in the high-school orchestra, no systematic encouragement is 
given to orchestral playing among elementary pupils. This field, 
which is important though not large, is consequently undeveloped. 

No printed course of study in music has been provided in recent 
years. So long as a supervisor of music was employed, the lack of 
an official outline probably worked but little harm. Without a super- 
visor the lack of an outline is sure to lead to chaotic conditions. 

MUSIC IN THE HIGH SCHOOL. 

All music in the high school is elective. Chorus practice, orchestra 
ensemble, boys' glee club, girls' glee club, the study of music under 
outside teachers, and the practice of ensemble music in organizations 
outside the school are the forms of work open to election. All are 
credit courses, and the credit is equal to that offered in other subjects 
for an equal amount of effort and accomplishment. 

The plan is thoroughly modern in its point of view, particularly 
with reference to its recognition of the study or practice of music 
outside the school. In breadth it loses only by the lack of instruction 
in harmony and musical appreciation within the school. With the 
addition of these the ground plan of work would be equal to that of 
the most advanced schools. 

The high-school enrollment as reported for February, 1917, was 
635. This number, and the fact that music is elective and repre- 
sents an unconstrained interest on the part of the pupils electing it, 
should be kept in mind in connection with the following discussion. 

Chorus practice within the school receives one 45-minute period 
per week for each group enrolling for it. There are four groups, one 
for each of the high-school years. The election within these groups 
for February, 1917, was as follows : Freshmen, 42 ; sophomores, 41 ; 
juniors, 60 ; seniors, 48 ; total, 191. 

The boys' glee club at the same period numbered 20, the girls' glee 
club 28. Each of these organizations devotes about one hour and a 
quarter per week to practice. 

In this same semester the high-school orchestra numbered 26 
members, the instrumentation including all the string parts, first 
and second clarinets, first and second cornets, one horn, one trom- 
bone, drums, and piano. This instrumentation is exceptionally good 
in its inclusion of viola and horn, unusual in its lacking flute. Fur- 
ther discussion of this matter of instrumentation will follow later. 



MUSIC IN THE PUBLIC SCHOOLS. 239 

An investigation was made as to the number of students in the high 
school studying music under outside teachers or participating in 
outside musical activities, as singing in choruses or choirs, or playing 
in orchestras or bands. The results were astonishing. They are sum- 
marized in the following : Studying or practicing, piano, 44 ; violin, 
16 ; viola, 1 ; cello, 2 ; bass, 1 ; clarinet, 4 ; cornet, 2 ; drums, 2 ; total, 
72. Eeporting orchestra, not specifying instrument, 3; reporting 
music lessons, specifying instrument, 1; reporting instrumental 
(probably piano), 1; grand total, 77. 

From the total, 77, should be subtracted 7, as one pupil reported 
(and was counted for) both piano and cello, one reported piano and 
violin, one piano and viola, two piano and clarinet, and one piano, 
bass, and drums. The number of individuals engaged is therefore 70. 
To these may be added 1 practicing mandolin and 1 practicing banjo, 
not counted because these instruments are not recognized in serious 
musical literature. Also 1 student reported practicing the ukelele; 
but as this student reported piano also, she was not disqualified. 

Turning to those following exclusively some form of vocal prac- 
tice outside the school, this report was compiled : Singing in choral 
organizations — church choir, 15; Sunday school, 2; glee clubs, 2; 
total, 19 ; taking voice lessons, 1 ; grand total, 20. 

In addition, seven in the instrumental list also reported member- 
ship in some outside choral organization, thus adding to the high- 
school membership of outside organizations, but without involving 
any more high-school pupils. 

One student reported " music in school and also outside of school," 
but without specifying its nature. 

The whole report shows that 91 high-school students engage in the 
study or practice of music outside of the school, and in doing this 
fill by double activity about 100 places as students or participants in 
concerted practice. This. is about one-seventh of the total enrollment 
of the high school. 

If it is assumed that all the 91 are included in the choruses, glee 
clubs, and orchestra within the school, which is probable, and that, in 
addition, the glee clubs are composed of members selected from the 
high- school choruses, thus further lessening the total number of indi- 
viduals enlisted, it appears that at least 217 individual students elect 
music in or out of school, or both. This is over one-third the entire 
high-school enrollment. In other words, one out of every three pupils 
voluntarily embraces music in some form ; and this, notwithstanding 
that music is not vigorously promoted by the school system, is very 
meagerly supplied and equipped in both the elementary schools and 
high school, and has been abandoned as of comparatively little im- 
portance since the school treasury began to run low. No subject upon 
which parents spend so much effort and money in an endeavor to 



240 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

educate their children in it has so remained outside the circle of 
studies recognized as essential in the school curriculum. 

The high school owns a piano, one horn, and drums. The horn was 
mentioned in a foregoing paragraph. It is safe to say that its tones 
would not be there to enrich the orchestra if it were not owned by the 
school. Further progress in wealth of instrumentation is only pos- 
sible if additional instruments, such as oboes, bassoons, and timpani, 
are owned by the school. Parents will not buy them, but once in the 
school students can always be found to study and play them. 

The horn and drums were purchased with the proceeds of concerts 
given by the high-school orchestra. Music stands and the orchestral 
music used have likewise been purchased from funds similarly raised. 
Yet the high-school orchestra plays for the graduation exercises of the 
school, for which otherwise a professional orchestra would be hired. 
In addition to this material contribution, it graces many school 
functions, engages community. interest for the school, and gives the 
essentials of a valuable musical understanding, not only to the mem- 
bers of the orchestra but to the entire school as well. Its work has 
been serious and of high purpose. The music studied, as represented 
in the programs of the annual concerts is of very high standard. If 
school support were at all commensurate with the benefits received by 
the school the orchestra would doubtless advance to a point that 
would make it the pride of the city. 

The chorus work, like the orchestra work, is conducted on part 
of the time of one teacher. Like the orchestra work, also, it is 
seriously and ably conducted and meagerly supported. What was 
said in the foregoing paragraph of the functions and values of a 
school orchestra may be applied as well to school choruses. Even 
more than the orchestra, because of the greater numbers involved, 
they help to socialize a school and foster a desirable school spirit, 
all the while maintaining their function of educating the students 
musically. The interest of the students is shown in Elyria by the 
numbers electing the various classes. Incidentally a great number 
of these reported that they did not need the credit given for the 
work, but were taking a full course to which their music was added. 
If such interest and endeavor were properly encouraged, some notable 
chorus work could be done; and with a well-supported orchestra, 
which could play the accompaniments, a delightful field of musical 
endeavor would be opened. Meanwhile, despite present conditions, 
the chorus manages to be of much benefit to the churches and the 
choral musia of the city generally. It need not be doubted that addi- 
tional support would bring forth disproportionately large dividends. 

Specialized study of music under outside teachers by high-school 
pupils is coming very generally in the United States to receive credit, 
and that this provision is made by the Elyria schools is a matter 



MUSIC IN THE PUBLIC SCHOOLS. 241 

for congratulation. No feature in all school administration, however, 
requires greater safeguarding than this, if the schools are to be pro- 
tected in their standards of work and in the values of their credit 
awards. One of two plans is usually adopted. Either an accredited 
list of outside teachers is made, or a list of standard music material 
is prescribed for all teachers and pupils. Both plans are open to 
objection. If teachers are accredited, the line between the accepted 
and rejected teachers soon becomes difficult to draw and more difficult 
to maintain. If the material for teaching is specified, and at best this 
can be done only for piano, there will be numerous objections to it 
from the teachers, who will be alienated. 

Examination of the work done by the pupil is indispensable to 
the proper working of the first plan. This plan is followed in 
Elyria, but examinations of the pupil are not given. The teachers 
must have the approval of the Conservatory of Music of Oberlin, 
Ohio, and doubtless their ability is duly ascertained. But if there 
be not further supervision, no renewal of the accrediting of a teacher 
from time to time, it is obvious that poor work may be done and 
never be disclosed. 

Examinations should certainly be given; but they may cause 
expense, which either the school or the pupils must bear; and they 
may cause protests from all the teachers of examined pupils except 
those who are for the time serving as examiners. Local spirit alone 
will solve the question of expense ; but the examinations can be made 
acceptable by a plan now suggested. 

This plan requires that written reports be made each month, by 
pupil, parent, and teacher, of the lessons, material, hours of practice, 
etc. The report should be made in duplicate on a blank form pro- 
vided, and one copy is signed by pupil, parent, and teacher, the du- 
plicate copy is returned unsigned. An identification number is on 
each copy. 

All supervision and criticism of the course laid out, and all exami- 
nations over the work of the course are conducted from observations 
of the unsigned copy of the card. In the examinations the pupil 
should be kept from the view of the examiners, who judge of his 
work by ear alone. The most authoritative musicians may and 
should be the examiners; and they can usually be secured because 
no accusation of unfairness or prejudice can be raised against them. 
All verdicts are written on the backs of the unsigned cards and are 
transmitted to the teacher of music through the high-school prin- 
cipal's office. The office alone, therefore, can connect the verdict 
with the particular teacher or pupil involved. 

It can not be said that the Elyria schools are crediting bad work ; 
but it must be said that they are crediting work regarding the value 
of which they have no positive knowledge. The school has a right 

61564°— 18 16 



242 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

to know exactly for what its credit is given, and it is its duty to 
know. The practice in Elyria, admirable as it is in general intent, 
is subject to criticism in this respect. 

THE SCHOOLS IN RELATION TO THE COMMUNITY. 

As the Elyria schools are not now promoting music vigorously, 
either in the elementary schools or in the high school, it is perhaps 
superfluous to make comment or suggest possibilities with reference 
to community music. A better financial day may dawn, however, and 
in that case the few suggestions made here may not be useless. 

The socializing value of music need not again be asserted. It re- 
mains to point out that in the public schools alone can the people meet 
on an equal basis, as equal owners and proprietors, and undertake 
with entire appropriateness an educational effort in their own behalf, 
at their own expense. Choruses and orchestras, groups for the study 
of theoretical music or seeking to attain appreciation of music, may 
well be organized and may meet in the school buildings after day- 
school hours. The cost is not great, for instruction and conducting 
will often be donated. The school system need, therefore, provide 
little but the schoolroom and light and heat, as a minimum. If even 
this be impossible, opportunity should at least be given the community 
to use its school buildings at cost of service, if it so wishes, and public 
announcement of this opportunity might be made. 

That the community at large has much community spirit and is in 
sympathetic relations with the school community was evident at sev- 
eral points. In one elementary school the pupils of the eighth grade 
sang for a parent-teachers' meeting held in the school at the close of 
the afternoon session. The great interest with which the singing was 
received and the cordial cooperative spirit manifested between par- 
ents and teachers revealed clearly an almost ideal social solidarity. 
The parent-teacher associations have also cooperated with schools in 
raising funds by school and community programs for the purchase 
of one new piano and five phonographs, that are distributed among 
a like number of elementary schools. In such endeavors it is not the 
purchase itself that alone is important; the cooperative effort is of 
such value that if no funds were raised the community would be 
hardly less the gainer. The close association of the high-school 
musical organizations with the community has already been noted. 

So, following much comment and much criticism, one comes back 
to the reflection with which this review began, that the fine com- 
munity life in which music, the most social of the arts, should find 
its most fertile soil, is present in Elyria. Also the music is there, 
revealed in individual interest and in the ranking accorded it in tho 
high school; but yet it is singularly undeveloped. The cause seems 
to be little expenditure has been made for its maintenance and de- 



MUSIC IN THE PUBLIC SCHOOLS. 243 

velopment, an expenditure small in former years, and reduced almost 
to nothing at present. Whether such extreme economy was wholly 
unavoidable the writer can not judge, but certainly almost all the 
shortcomings criticized in this review were due either* to lack of 
supervision or lack of supplies or equipment and such criticisms 
can not be held to reflect discredit upon the members of the teaching 
staff in whom the fault would otherwise seem superficially to lie. 

RECOMMENDATIONS. 

SECTION I. IMPROVEMENTS POSSIBLE AT SLIGHT EXPENSE, THROUGH EXTENSION OF 
THE ACTIVITIES OF THE DEPARTMENT AS AT PRESENT CONSTITUTED. 

Elementary schools. — 1. A detailed printed manual and course of 
study in music should be prepared for the elementary school-teachers. 
This course of study should be prepared by one thoroughly con- 
versant with present conditions, preferably the former supervisor of 
music. It should outline basic work for each grade, by weeks, and 
give instructions and suggestions as to methods and practice. In 
short it should take the place, as far as possible, of the supervisor of 
music. 

The manual should prescribe the time to be given to music in each 
grade. Not less than 75 minutes a week in lower grades and 100 
minutes in seventh and eighth grades is recommended. The manual 
should give all possible directions for the examination, classifica- 
tion, and treatment of the changing voice and for the treatment of 
monotones. 

2. Supplementing the manual, meetings of teachers by grades 
should be held. A competent instructor, preferably the former super- 
visor of music, should be engaged to instruct the teachers in these 
meetings in all details of the work in music for a coming period of 
weeks. One meeting a month for each grade would be sufficient, if 
the printed outline recommended were also provided; but one meet- 
ing a semester would be better than none. 

3. A copy of each of several rote song books should be provided 
each teacher of the first and second grades. The songs in these books 
that are to be used should be outlined in the printed course of study, 
or in some other competent, official way. Classifications by grades 
(first or second), by seasons, and as to practicability of use without 
instrumental accompaniment should be included in the information 
given in the outline of the song work. 

4. Pitch pipes, preferably such as give almost all tones of the chro- 
matic scale, should be provided all teachers. For hygienic reasons 
pitch pipes should be assigned to teachers, not to rooms, and in cases 
of transfer the pitch pipe should go with the teacher. The teachers 
should be instructed to use the pitch pipes sufficiently to be sure that 
every song is sung at the pitch in which it is written. 



244 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

5. All rote songs outlined should be good as music as a first con- 
dition. The words should also be good as literature. A wide range 
of topics and interests can be covered by songs that meet both these 
two conditions. Rote songs should be performed in such a way as to 
make them beautiful, vocally and musically. 

G. A more systematic effort to cure monotones should be made. 
This effort could best be directed through the outlines and the teach- 
ers' meetings recommended. Each row of pupils in a primary school- 
room should be graded, the monotones being assigned the front 
seats, the good singers the back seats. The monotones should be 
assisted by the teacher and by the children who sing correctly to 
abandon the speaking- voice level in favor of the light, high, singing- 
voice level of the child. 

7. The position of the pupils for singing should be improved. The 
forearms, to the elbows, should rest upon the desks. The pupils 
should sit lightly and easily erect, be " tall above the hips," forward 
on the seats, so far as the curve in the seats permits, and keep their 
backs straight, but not necessarily perpendicular. They should not 
incline backward from the perpendicular, but rather forward. 

8. Technical study should be made specific rather than general 
and abstract. It should result from the desire to master a song, 
should spring from the song and be undertaken in relation to the 
particular song, and should not precede whole groups of songs as a 
general basis from which the songs take rise. It should proceed from 
the particular to the general, instead of the reverse, as now. 

9. In two-part and three-part singing with treble voices each row 
should contain some boys and some girls, and no one group of rows 
should be assigned any one particular part for a longer continuous 
period than a week. All pupils in such classes may well sing to- 
gether, first on the alto, then on the soprano, in working out a song, 
and then divide when the parts are to be sung together. The same 
plan should be applied to practice on three-part songs. 

10. Systematic individual singing should be practiced in all the 
first six grades at least. The plan should insure hearing each pupil 
in a room at least once a week. Music that has been mastered by the 
class as a whole should be used for such practice. Instruction of each 
pupil, as his turn comes, should not be attempted. Errors should be 
noted, but the effort should not be made to drill the individual until 
the errors are overcome. Drill should be secured by the repetition 
by different pupils of the same phrase or period of song. Self-con- 
sciousness will not be generated, but will be obviated or overcome, if 
this practice is adopted from the first year on. In rooms where part- 
singing is a feature, two pupils or more, one for each part, in par- 
allel seats of adjoining rows should sing together, forming duets, 
trios, or quartets. 



MUSIC IN THE PUBLIC SCHOOLS. 245 

11. Changing voices in the seventh and eighth year classes should 
be studied individually and should be assigned to appropriate and 
practicable parts. Teachers of these classes should receive specific 
instruction from the printed outline and in the grade meetings. 

12. The organization and development of orchestral groups in the 
elementary schools should be encouraged. In schools which have 
some teacher who is musical and knows the rudiments of orchestral 
technic the orchestra could be rehearsed once a week by this teacher, 
who should receive additional compensation for such service. 

13. The requirements in music for elementary school teachers 
should be greatly increased. At present 10 lessons only are required 
in that part of the prospective teachers' training which precedes a 
finishing term of six weeks in a normal school; and the 10 lessons 
are considered extra and are not given integral credit. 1 In addition 
to the present requirements, at least one year of music in the high 
school should be a prerequisite of admission to the teachers' training 
class, the course to lead to certified knowledge of elementary theory 
and ability to read music at sight. In lieu of this course, satisfac- 
tory evidence of an equal attainment gained elsewhere should be 
accepted. No teacher should be accepted in the elementary school 
system who does not give satisfactory evidence of the possession of 
this same measure of musical knowledge and ability. This require- 
ment is doubly necessary when no supervisor of music is employed. 

High school. — 14. All music for the orchestra should be purchased 
from school funds, and the provision of such music should be liberal. 
Music stands should be purchased out of school funds, as permanent 
equipment for the high-school auditorium. Each contribution of 
money from the orchestra, acquired by giving concerts, and used for 
the purchase of school-owned instruments, should be increased by the 
contribution of an equal amount from the school funds, the whole to 
be devoted to the purchase of school-owned instruments. Music for 
the glee clubs should be purchased from the school funds. 

15. Chorus practice should receive two 45-minute periods per week 
for each group rehearsing. 

16. Supervision and examination of the specialized study of music 
under outside teachers should be far more strict and searching. 
Some plan of authoritative examination which would be above criti- 
cism as to its impersonal and unprejudiced character should be im- 
mediately adopted and followed. 

The community. — 17. Official printed announcement should be made 
by the school authorities to the effect that the high-school auditorium 
will be open one night per week throughout the school year for the 
use of a large community chorus, devoted to the practice of serious 
choral music. The school system should provide the conductor for 

1 See Course of Study, High School, Elyria, Ohio, 1916-17, p. 10. 



246 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

this chorus out of school funds, by increasing the annual salary of 
some competent member of the present staff of teachers or by en- 
gaging a conductor on a part-time basis. High-school pupils should 
be eligible to this chorus if recommended by the high-school teacher 
of music. Expense to members of the chorus should be for music 
only. Though the school system can not create a public attitude to- 
ward such a community activity, it should at least provide oppor- 
tunity for its development if popular interests should exist. 

Similar announcement should be made regarding a proposed com- 
munity orchestra, to be operated under the same plan and provisions 
as the community chorus. 

SECTION II. IMPROVEMENTS POSSIBLE ONLY AT CONSIDERABLE EXPENSE AND INVOLVING 
RECONSTRUCTION OF THE DEPARTMENT. 

1. Provide a piano for each floor of each elementary school. 

2. Provide a portable reed organ for each elementary school. 

3. In addition to the teachers' desk copies of rote songbooks recom- 
mended in Section I, supplementary books of songs graded in har- 
mony with the textbooks now in use should be purchased. A set of 
45 or 50 copies of each of such supplementary books should be pur- 
chased for each elementary school. A set could be made to serve sev- 
eral rooms of appropriate grade in each school by carrying it from 
room to room. 

4. At least one set of such supplementary publications should be 
available for every class of grades two to six. At least two sets of 
such supplementary publications should be available for classes of 
grades seven and eight. The supplementary books for the latter 
grades should present material appropriate to a wide range of vocal 
conditions. 

5. A supervisor of music should be employed who should be in gen- 
eral direction of all the music in the elementary schools and high 
school. In addition to issuing a printed outline, and instructing ele- 
mentary teachers in grade meetings, the supervisor should visit each 
schoolroom once a fortnight or once in every three weeks. In these 
visits the supervisor should give model lessons, supervise lessons 
given by the regular teacher, and give counsel for the improvement 
of such teaching. 

6. The supervisor of music should teach some of the high-school 
classes in music. 

7. An assistant teacher of music should be employed on part time 
in the high school. 

8. A course in harmony and a course in musical appreciation and 
history should be added to the present offerings. These courses 
should be elective and those who take them should recite three hours 
per week in each course, and should receive credit equal, hour for 
hour, with academic subjects. 



Chapter XL 

DRAWING AND ART EDUCATION. 



Art education means the appreciation and practice of those prin- 
ciples of order and beauty that are everlasting, with the quality of 
sincere and loving expression, to the end that boys and girls may 
grow up to love beauty and express it in'all phases of their existence. 
Thus will our homes become objects of artistic creation, our dress 
more appropriate and tasteful, our manufactured products enhanced 
in value, our places of business more attractive, our advertising and 
printed matter more pleasing, until whole communities express their 
aesthetic nature in towns and cities that speak beauty on every side 
and rival those beauty spots in Europe that have found art quality 
such a precious and profitable possession. 

A SUPERVISOR OF DRAWING. 

Elyria had for some years followed the practice, adopted in most 
cities, of engaging a supervisor of drawing to take charge of this 
special work in the grades. Visits were made and instruction given 
to both teachers and pupils on alternate weeks, with the exception of 
the seventh grade, where lessons were given weekly. For financial 
reasons this supervisor, with others, was discontinued during the 
past school year. In order that the work in this subject might not 
suffer the full consequences of such elimination, the superintendent, 
with commendable sympathy and intelligence, made arrangements 
for a supply of one of the best of recent drawing-book publications. 
These were ordered by the school board and purchased by the pupils 
in each grade from the first to the seventh, inclusive. These books 
are regarded as a temporary expedient. They are successful to the 
degree that the teacher is able to interpret them to her pupils. Some 
teachers with more experience use them to great advantage, while in 
other cases less confident ones reduce them to most servile copy 
books. In this latter case, the free spontaneous expression of child- 
hood is restricted and confined, perhaps for all time, since this period 
of flexibility and spontaneous impulse is such a fleeting one. 

The grade teachers, without exception, deserve the greatest com- 
mendation for their good spirit, interest in the subject, and their 

247 



248 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

accomplishment under circumstances which have made the work 
difficult for many of them. As a rule grade teachers are trained to 
feel confidence in their ability to teach writing, but drawing and art 
expression have not been made a feature in the equipment of many. 
Nearly all the grade teachers of Elyria expressed regard for the 
value of the work, a feeling of loss that the supervisor's help and 
inspiration had been taken from them, and a hope that such help 
would soon be restored. 

ART INSTRUCTION IN THE EIGHTH GRADE. 

The entire omission of any art expression in the eighth grades of 
the city is exceptional and contrary to practice in other cities. This 
condition was occasioned by a belief that under existing circum- 
stances a partial substitute was offered in the shopwork for the boys 
of this grade, and the sewing work for the girls. Such elimination 
is to be deplored for the more mature expression possible in this 
grade should link tlie previous work in the grades with the special 
opportunities of the high school. This link is broken, and the con- 
tinuity and sequence disturbed. Eefined expression and apprecia- 
tion of good design and color should be regarded as a necessary 
equipment in the productive lives of these boys and girls. 

There is some variation in the time allowance for art work, but the 
average is about as follows: Three 30 or two 45 minute periods, a 
total of 90 minutes per week in grades 1, 2, and 3; 60 minutes per 
week in grades 4, 5, and 6; 45 minutes per week in grade 7, where 
art expression in the school life of the pupil in Elyria ends. In most 
cases this loss is never repaired in later life. 

ELEMENTARY INDUSTRIAL ACTIVITIES. 

There has been, for years, a generally accepted belief that joyous 
self expression is essential to childhood and child growth. Primary 
rooms have become hives of happy industry where children tell in 
picture language the stories they have heard and read; where they 
learn reality through plastic clay, and model many things as man 
did in the childhood of art; where sand tables express some phase 
of primitive life — the farm, the harvest season, or possibly the 
children of other lands. With the exception of a very little paper 
cutting, such opportunities are not provided for the children in the 
Efyria schools, and their absence is recorded with particular regret. 
This condition is due in part to meager equipment and supplies. 
which would prevent even the most enlightened teacher from secur- 
ing the charming product which these children are capable of creat- 
ing, and in the creation of which they would experience such rich 
development. 



DRAWING AND ART EDUCATION. 249 

CORRELATIVE EXPRESSION. 

Articulated expression not only adds interest to any subject, but is 
the vehicle by which mere information may become permanent 
knowledge and reality itself to the learner. This vital knowledge 
comes by the way of experience, and this articulated expression is 
such experience. This principle, generally recognized in map draw- 
ing, should not stop there, but should be applied all through geog- 
raphy, language, and literature, history work, etc. Instead of ab- 
stract words real images are formed, and thus the pencil becomes an 
instrument with which to visualize and think into the very realities 
of life. The lessons of neatness and order, learned through good 
design teaching, should likewise be translated into beautiful school 
work — better placing and spacing in written work, and a neatness, 
care, and real art quality in everything produced. 

Included under this heading are all the opportunities for attractive 
cover designs for numerous booklets, from the spelling lessons and 
nature leaflets in the primary grades to the history and cooking notes 
in the advanced grades. Very few of such opportunities are grasped 
as they should be in the schools of Elyria. This is due jn part to 
teachers' training that may have been defective in this respect, and in 
part to inadequate supplies, and to lack of supervision. 

SUPPLIES AND EQUIPMENT. 

The grade rooms of the city are supplied with comparatively in- 
expensive manila drawing paper. Some water colors have been sup- 
plied in each building but in such meager quantities that several 
rooms are required to use a single set. Colored crayons -are pur- 
chased by the children. Supplies purchased directly by the indi- 
vidual naturally cost much more than supplies purchased and sup- 
plied by the school board. 

The variously tinted drawing and construction papers that are 
such an incentive to art expression and contribute so much to the 
attractiveness of the result are greatly missed; likewise are objects 
of interesting form and color that would furnish material for gen- 
eral representative drawing. 

Sand tables are in but one or two classrooms in the city. As a 
consequence the children have no means for community expression 
suggested by so much of the language, nature study, and geography 
work in primary grades. The single table observed was a good piece 
of work by an interested and handy janitor. 

Elyria has had good supervision in the past; the ability of her 
teachers to give elementary instruction in art is as good as the aver- 
age; her children are as able as any; but their possible accomplish- 
ment is limited to the degre that worthy and adequate supplies are 
limited. 



250 EDUCATIONAL SURVEY OP ELYRIA, OHIO. 

SCHOOLROOM INTERIORS. 

We must aim to create a beautiful environment for our boys and 
girls if we would have them grow up and respond to beauty and ex- 
press it. The schoolroom which offers nothing but bare walls has de- 
parted little from the schoolroom of the past. The walls must be 
cheery and supply backgrounds of charm for worthy pictures appro- 
priately framed. Some plants and a vase or two, expressive of good 
design and color, are necessary factors in creating this very desirable 
environment. Wall paper should be barred from schoolrooms. Walls 
should be tinted with soft-toned water colors or painted with oil to 
give a hard, washable surface. 

A number of rooms are well supplied with pictures, and in a num- 
ber of cases these have been procured with money raised by exhibi- 
tions. The manual-training department has rendered commendable 
assistance by framing some of the prints. Teachers deserve great 
credit for purchasing and caring for the many plants which give such 
a softening and cheering impression in otherwise cold and formal 
schoolrooms. In some rooms, principals and teachers, with the assist- 
ance of janitors or manual-training teachers, have erected exhibition 
panels for school work. These invite the orderly and effective display 
of drawings, written work, etc. 

HIGH-SCHOOL ARTS AND CRAFTS COURSE. 

This work is offered for four years in what is known as the indus- 
trial course. The course is elective, and is provided for girls only. 
As a consequence the boys of Elyria, after leaving the seventh grade, 
receive no instruction in free-hand drawing, design, color, and art 
appreciation, which is so vital in developing the taste that one should 
find manifested in school shopwork and later in home building and 
furnishing and in modern business life and in manufactured prod- 
ucts. Under the circumstances, the sympathy and intelligent efforts 
of the dean of the manual-training department to supply this need 
in a measure is recognized as very commendable. 

The number of girls electing this course is fairly proportionate to 
the number electing classical or commercial courses, and commen- 
surate with such optional choice in other cities. This enrollment, 
however, appears to be falling off rapidly. Continuity of good art 
work through all the grades, with special attention paid in the eighth 
grade and a sympathetic guidance for all entering high school, would 
develop and direct the natural inclination of a larger number, both 
boys and girls, toward these excellent art courses. 

The course offered in the arts and various crafts is carried out 
along the lines of the best thought and practices in other cities. The 
intimate correlation with the work in household arts is to be espe- 



DBA WING AND ART EDUCATION. 251 

cially commended, with the hope that other articulation with the boys' 
handwork may be equally well established. The two teachers en- 
gaged in this work are well trained and capable, and they are en- 
dowed with capacity for growth that should mean a continuation of 
good sincere efforts and progressive ideas. 

RECOMMENDATIONS. 

The restoration, at the earliest possible moment, of a supervisor 
of art instruction is recommended. 

The most fascinating material for inducing expression should be 
provided. A course of study should be arranged that would win the 
respectful attention and appreciation through its application to the 
home, the dress, the school and its varied interests, manufactured pro- 
ducts even to town planning and civic beautification. 

Through exhibitions of school work and through other means of 
appropriate publicity the entire community should be kept informed 
and made appreciative of the intrinsic value of art education. 

Serious consideration should be given to the profit such a super- 
visor makes for a community, as well as to the saving effected through 
his judicious and economical choice, purchase, and distribution of 
supplies. 

The blackboard should grow in favor as a means for the teacher 
to elucidate her thought and give graphic expression to her ideas. 
The pupils likewise should use it as a means for securing freedom 
in drawing. 

At least one hour of art work per week should be required in the 
eighth grade. This work should embody to some extent design and 
color related to the boys' shop work and the girls' home arts work. 

In the eighth year, as well as in the fifth, sixth, and seventh years, 
additional time should be given to drawings illustrating important 
facts in history, geography, and science work. Lettering, design, and 
color should be applied to appropriate covers for these notes. 

Some art study should be planned and continued through the 
grades that will create a love for the world's best art, and some 
acquaintance with the principles and facts underlying it. 

Elective courses of such nature should be offered in the high 
school that any boy or girl may select, under guidance, any work in 
drawing, design, color, or any of the crafts that would be of service. 

Consideration should be given to the probability that the time al- 
lotted for the arts and crafts in the industrial course is dispropor- 
tionatety large, compared with the needs and slower processes in the 
domestic arts. 

Some of the pottery products of the craft shop should be donated 
to some of the grade schools to supply the need for drawing models 
and school decoration. ' 



252 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

There should be established and always continued the closest un- 
derstanding, articulation of effort, and harmonizing spirit between 
the work and workers in the high schools and the grade schools. 

Students who expect to become teachers should be required to re- 
ceive preparatory art instruction in the high school, and later in the 
training course they should receive instruction in methods and prac- 
tice in teaching art. That instruction should be at least commensu- 
rate with the offerings and requirements in other lines. Much of the 
promise for art education in the future depends upon the ability 
and interest of the grade teacher. 

While the general aim is a broad, democratic one, watchful care 
should be given to discovering and conserving those who have special 
gifts, and would, through their higher attainments, bring credit to 
themselves and the city that made such high attainment possible. 



Chapter XII. 
HOME ECONOMICS. 



EXISTING CONDITIONS. 

Sewing is a required study for all seventh and eighth grade girls. 
It is also given to the small group of girls classified as retarded. 
Sewing was in the course for girls of the sixth grade until the de- 
mand for retrenchments in school expenditures necessitated its elimi- 
nation. The board of education, finding it impossible to employ an 
extra teacher for industrial training for the boys of the sixth grade, 
also abolished the sixth-grade sewing. 

Cooking is given in the high-school course, and only to those who 
elect the entire home-economics course. Sewing and millinery are 
included in the home-economics work of the high school. Owing to 
the fact that the home-economics course of the high school is of 
recent inauguration, not all lines of work have been fully developed. 

SEWING IN THE SEVENTH AND EIGHTH GRADES. 

Teacher, Miss Geneva E. Chamberlain; salary, $900; employed 10 years. 
Time, 1 period (li hours) per week. 

Grade IB. — 1. Model of hemstitching. 2. Application. Hemstitched guest 
towel or dresser cover with design in cross stitch. 3. Model of seams. 
French seams. Overcast seams. 4. Making of kimona-nightdress. 

Grade 1A. — 1. Buttonhole model. 2. Making of kimona. 3. Making of large 
dress apron. 

Grade 8B. — 1. Making of underwear set. (a) Drawers. Fell seams, (b) 
Petticoat and corset cover or princess slip., (c) Crocheted trimming for set 
and embroidered design if desired. 

Grade 8 A. — 1. Making of cooking uniform. (a) Apron. (6) Cap. (c) 
Half-sleeves. 2. Middy blouses. 

HIGH-SCHOOL COURSE IN HOME ECONOMICS. 

Teachers. — One instructor in food preparation and dressmaking, salary, $750; 
employed 2 years. One instructor in applied design (metal work, clay, linen, 
millinery), salary, $850; employed 3 years; one assistant, salary, $800; em- 
ployed 3 years. 

Periods per week. — First year : Art, 3 ; cooking, 2. Second year : Art, 2 ; 
millinery, 2; sewing, 1. Third year: Art, 3; household economics (chiefly ad- 
vnnced food preparation), 2. Fourth year (elective) : Millinery, 2; advanced 
.sowing, 3 ; advanced art, 2 — one teacher ; advanced art, 3 — another teacher. 



254 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

First year. 

Domestic science. — Cooking : First and second semesters. — A. Use of textbook. 
B. Practical cooking lessons. C. Housekeeping. D. Personal hygiene. E. Fam- 
ily table service and menu making. F. Excursions to local markets. 

Fine arts. — General: First semester. — A. Plant study. B. Pottery designing 
and application in clay. C. Designing developed from study of unit, (a) 
Square. (6) Circle, (c) Border, (d) All-over pattern, (e) Field pattern. 

Second semester. — A. Freehand perspective. B. Object drawing. C. Art his- 
tory. D. Basketry. E. Lettering. F. Theory of color. G. Pose drawing. H. 
Stenciling. I. Flower drawing. 

Second year. 

Fine arts. — Design and crafts: First semester. — A. Review of principles of 
design. Theory of color. B. Costume designing. C. Bookbinding. D. Applied 
design, leather. 

Second semester. — A. Costume design. B. Applied design, textiles. C. Ad- 
vanced reed work. 

Domestic art. — Millinery : First semester. — A. Drafting of patterns. B. De- 
signing of winter hat. Its application. C. Designing and making of ornament. 

Second semester. — A. Wire frame making. B. Designing of spring hat. Its 
application. C. Embroidery designs applied. 

Second semester. — Sewing : A. Machine and hand work. B. Fundamental 
stitches ; making of samples for notebooks. C. Use of commercial patterns. D. 
Making of undergarments, (a) Choice of material, trimmings, and pattern, 
(b) Estimate of cost. E. Making of middy blouse (from design made in fine 
arts class). 

Third year. 

Fine arts. — Design and crafts: First semester. — A. Review of principles of: 
Design and theory of color; house plans; period furniture; constructive and 
applied design ; metal. 

Second semester. — A. Interior decorating. B. Constructive and applied de- 
sign ; jewelry. 

Domestic science. — Household economics : A. Advanced cooking. B. Invalid 
cooking. C. Luncheon box. D. Planning and serving meals. E. Marketing. F. 
Fuel value of foods and requirements. G. Household management H. Family 
budget. 

Fourth year. 

Domestic art. — A. Review of notebooks of second year. B. Alteration of com- 
mercial patterns. C. Drafting of underclothes patterns. D. Study of textiles. 
E. Dressmaking. 

Advanced millinery — First semester. — A. Winter hat. B. Making of flowers, 
berries, ornaments, bows. 

Second semester. — A. Renovating of hats, ribbons, flowers, feathers. B. 
Spring hat. C. Wholesale and retail shop study. 

Fine arts. — Advanced design; crafts: A. Advanced costume. B. Advanced 
interior. C. Posters. D. Figure and still-life study. E. Advanced work in 
crafts. 

FAULTS IN THE HIGH-SCHOOL HOME ECONOMICS COURSE. 

The courses in arts and crafts are of vital importance to the home 
economics work and of necessity closely correlated with it; but arts 
and crafts should not be considered a part of the home economics 
department. It should be organized as a service department for the 



HOME ECONOMICS. 255 

entire school, and its classes should be open alike to the young men 
and -women in all courses. 

Under the present organization and division of time, the art studies 
absorb time rightfully belonging to the home economics studies 
proper, leaving far too little time for food preparation, clothing 
and textiles, care of the home, care of the sick, and home administra- 
tion. 

The course is an art course with a home economics inclination ; it 
is not a home economics course strengthened by accessory courses in 
art. The relation of art instruction to home economics should be 
similar to that of chemistry, physics, botany, and physiology — abso- 
lutely essential but separate and independent. Art should not en- 
croach upon the time rightfully belonging to purely home economics 
instruction. 

It is unreasonable to require that students spend two laboratory 
periods for one entire year on millinery, when sewing is required 
but one year and but once a week in that year. The chief function 
of a millinery course is to teach intelligent choice of materials, and 
to give to the student ability to handle hat fabrics and trimmings 
with deftness. One semester of teaching should accomplish this, and 
further courses should be offered as electives if at all. 

Since the students enter without elementary school preparation in 
cooking, the present food preparation instruction is too limited in 
extent. 

There is an entire absence of courses in household sanitation, per- 
sonal hygiene, home nursing, and meal service. 

SCHOOL LUNCHES. 

One hundred and fourteen mothers who answered the question- 
naire sent to them believe that a noon lunch served at the school 
would be advantageous. A casual visitor in Elyria can not fail to 
notice the large number of unoccupied students who frequent the busi- 
ness district during the long noon period. This noon idleness presents 
other objectionable possibilities than the waste of time during the 
best part of the school day. 

A lunch served at the high school by the school authorities would 
have many advantages : It would make possible a shorter noon period 
and consequently a shorter school day; it would care for the non- 
resident student in a better manner; and it would make possible 
the most desirable type of practice in food preparation for the home 
economic students. 

In schools in which the noon lunch is under the direction of the 
home economics teacher and the regular classes prepare some of the 
food, it has been found that the food can be sold at a low price and 
is of excellent quality. It is usually necessary to have some hired 



256 EDUCATIONAL SURVEY OP BLYBIA, OHIO. 

help in order that the time of students need not be used for the 
heavier tasks. 

The room now used by the students as a lunch room would be 
ample and satisfactory for the purpose. Dr. Bobbitt was right in 
saying: 

It is sufficiently absurd for the high school to teach textbook dietetics at one 
hour during the day, and then violate every dictum of such dietetics at the 
luncheon hour. The domestic science people need to be put in charge of the 
preparation and the serving of the luncheon. The schools can not afford to 
throw away such an excellent training opportunity. 1 

ROOMS AND EQUIPMENT. 

Elementary schools. — The sewing in the seventh and eighth grades 
is done at two centers : The one in the Gates School ; the other in the 
old high-school building. 

The room at the Gates School into which the classes were moved 
in October is suitable in every way. There is a good floor, ample 
blackboard room, an abundance of light, sufficient space, and from 
it the students have access to water for washing. 

The room in use in the old high school is not clean, is heated with 
difficulty, and the sanitary conditions in the basement make this 
building a menace to health. 

These two centers are reached fairly easily by all children, and the 
going to and from the classes works a hardship in but few cases. 

The tables in use are but temporary, and improved ones are under 
construction by the boys in the woodworking classes. The chairs 
are unsuited to the purpose and unsuited to the size of the children. 
Comfortable chairs are essential for sewing. 

At the time of inspection the number of sewing machines was 
limited to four. Two of these were so old as to be valueless. 

The present arrangement, that students in sewing come for one- 
half of the morning or one-half of the afternoon session, makes the 
transference from the regular classroom to the sewing room fairly 
easy, for the students make the change from building to building 
either at the beginning of a session or at recess. 

High school. — The present inclusion of art instruction in the home 
economics department results in four so-called home economics class- 
rooms in the Technical High School building. 

One of these is on the third floor and is fully equipped with 
modern desks, stoves, and utensils for food preparation classes. 

These desks are arranged in the usual hollow square, and are sup- 
plied with individual stoves. 

Adjoining the laboratory is a room evidently designed as a dining 
room. 

1 Page 42, " The San Antonio Public School System," Bobbitt. 



HOME ECONOMICS. 257 

There is a small hall or entry leading from the dining room to 
the main hall and a supply pantry is connected with the food labora- 
tory. 

One room used for art is on this floor, the others are on the first 
floor. The room used for sewing and millinery is not so large nor so 
well lighted as a room devoted to these purposes should be. The 
equipment is fair for existing needs. 

SUGGESTIONS FOR IMPROVEMENT. 

The present sewing room in the Gates School or one equally good 
should be permanently given to the sewing teacher. This room 
should be supplied with enough machines to have at least one good 
machine for every four girls. Comfortable chairs of different heights 
should be supplied, so that the children need not sit in fatiguing 
positions. 

In the Gates building there is considerable space not now profitably 
used. This is practically true of the teachers' rest rooms on both 
the first and second floors. The rest room on the first floor is large 
enough for the teachers. Practice apartments or houses are now 
considered an essential part of home economics equipment ; it is sug- 
gested that the rest rooms on the second floor of the Gates building 
be converted into a practice apartment for the eighth-grade girls. 
Practice in housekeeping, meal service to teachers, and practical les- 
sons in home nursing could thus be given. The rooms should serve 
as sewing rooms when so needed. The room adjoining the rest room 
on the first floor is not in use at present and could be arranged for 
the use of the medical examiners on their regular visits. 

If the old building on the Gates School ground is not unsafe, a 
room in it should be equipped for general cooking classes. The 
fact that it does not heat well should be less objectionable for cook- 
ing classes than for classes in which the children are quietly seated. 
In any room arranged for general cooking classes there should be, 
if possible, a good coal or wood range which may be used for teaching 
the management of such stoves and for giving additional heat in 
very cold weather. 

The present sewing room in the Lincoln building should be aban- 
doned unless better sanitary conditions can be obtained. If the 
plumbing of the building can be made modern and sanitary, the pres- 
ent sewing room can be converted with little cost into an admirable 
practice apartment, and other rooms can be used for general cooking 
and for sewing. If this building can not be thus adapted, other ar- 
rangements should be made immediately. 

When a building is placed on the school property in the Hungarian 
village, especial consideration should be given to convenient and suit- 
able rooms for home economics teaching. If this locality furnishes a 
61564°— IS 17 



258 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

considerable number of school children who do not reach the high 
school, accommodations should be arranged for classes devoting one- 
half of each day to home-making lessons. Here, also, classes for 
adult women and employed girls could profitably be arranged. 

In this locality a practice cottage should be constructed which 
would exhibit good sanitary living conditions such as would be 
within the reach of workers earning the average wage. 

In the high school certain adjustments of rooms could readily be 
made. If the art courses be restricted as suggested, one room could 
be made available for other uses. The first-floor room, now used 
as a sewing room, is too small for the kind of sewing that should 
be given. There is on the third floor a most desirable room now used 
as a study room. This room should be equipped with sewing tables, 
cutting tables, lockers for students' materials, wardrobes for hang- 
ing partially made garments, and sewing machines in sufficient num- 
bers to enable the students to work with system and without delay. 

With the equipment of the present dining room and with a slight 
addition to the present laboratory equipment, it will be possible to 
give practical courses in meal preparation and service. In all schools 
where this type of work is introduced, it has been found possible to 
secure a number of teachers who are willing to take their noon meal 
regularly at the school, and thus afford an opportunity for the stu- 
dents to practice in marketing, cooking, and serving food under 
conditions approximating those of a home. 

Experience in the care of a home should be a part of the home 
economics course. In the Elyria High School the only practice place 
easily obtainable is the room now used as a teachers' rest room. 
Using this as a practice room would interfere but little with its 
present use and would afford an opportunity for actual practice in 
household decoration and care. 

DESIRABLE CHANGES. 

Home economics should be so taught in the grades that an intelli- 
gent girl may discover her special abilities and be able to decide 
whether dressmaking, housekeeping or food preparation is suffi- 
ciently interesting to her to influence her to take vocational courses 
along any of those lines. 

It should be so well taught that the girl completing the eighth 
grade should command the requisite technique for the satisfactory 
discharge of simple household duties, and be intelligent in her choice 
of materials and processes. 

The. high -school course in home economics should establish in the 
minds of every high-school woman right ideas concerning home 
administration; the expenditure of money; the principles which 
should govern the choice of home sites; the furnishing and the 



HOME ECONOMICS. 259 

proper maintenance of a home; the relation of the individual home 
to the community at large; the protection of the health of the occu- 
pants of the house and the care of the sick. Her knowledge of food, 
its choice, purchase, preparation, and service, should be increased, 
and based on a scientific foundation. Her taste and skill in the fab- 
rication of garments and the choice of textiles should be developed. 
Her sense of social and economic responsibility and a recognition of 
her duties as an American citizen should have been awakened. 

To accomplish all of this a different type of course in home 
economics must be established in the Elyria schools, and the follow- 
ing is recommended: 

Fifth-grade girls. — Three hours a week in sewing and simple lessons in 
housekeeping. 

Sixth-grade girls. — Three hours a week in clothing and small recipe food 
preparation. 

Seventh-grade girls. — One-half day, twice a week in clothing, food prepara- 
tion, and lessons in sanitation and personal hygiene. 

Eighth-grade girls. — One half day, twice a week in clothing, meal prepara- 
tion, marketing, and care of the home. 

Selected group of students. — Overage or retarded and those who will prob- 
ably be unable to enter the high school with profit. One-half of each school 
day in thoroughly practical work in sewing, food preparation, and house- 
keeping. 

Ninth grade or first-year high school. — Two hours daily required of all girls 
in all courses. This year should be a survey course with time equally divided 
between foods, textiles, and clothing, and household sanitation and care. 

TRANSITION FROM THE PRESENT TO THE NEW CONDITIONS. 

Eecognizing that so radical a change with its increased cost can 
not be accomplished within a year, or even two, the following sug- 
gestions are offered that it may be attained by the end of three years : 

To establish the course as suggested, fifth and sixth grade stu- 
dents will need the same instruction during the first year, and this 
may consist entirely of sewing done in the classroom by -classroom 
teachers under the direction of the home economics supervisor. This 
will obviate the need of extra teachers for this work in these classes 
for the first year. 

The seventh-grade students may be given food preparation only 
during one-half of this first year and sewing only for one-half year, 
and the same arrangement can be made for the eighth-grade stu- 
dents, thus decreasing by one-half the teaching force required for. 
these classes. 

During the first year of reorganization the " survey course " may 
be given to all first-year high-school girls, and but two lines of elec- 
tive home economics may be offered to the advanced students. One, 
a strong course in textiles and clothing, five times a week. Two reci- 
tation periods and three double periods for laboratory, equaling one 
credit. The other course should be one-half year in food prepara- 



260 EDUCATIONAL SURVEY OE ELYRIA, OHIO. 

tion and service, with time divided as before, and one-half year in 
dietetics and meal service. 

During- the second year of the transition period the incoming sixth- 
grade students should have a special teacher and be taught the use 
of the sewing machine and simple housekeeping. The incoming fifth- 
grade class should be taught by the regular teachers as during pre- 
vious year. The seventh and eighth grade work should be managed 
as during the previous year. The high-school courses should con- 
tinue as during the first year, with a third year of electives offered 
for those who have finished the previous two years' elective. This 
third elective should be devoted to the home. Home administration, 
home sanitation, home nursing, household furnishing, and decoration 
should compose this course. 

By the third year the complete and well-organized course should 
be inaugurated with full and regular work throughout the upper 
four elementary grades and four high-school years. First-year high- 
school work will then need to be modified to fit the better prepared 
students coming from the eighth grade. 

The fourth-year high-school elective should consist of advanced 
dressmaking and advanced work in marketing and food preparation. 

For the three years above the first, all home economics should be 
elective and should be recommended especially to those students who 
will probably not enter a college offering a home economics course. 

REQUIRED TEACHING FORCE. 

The changes described will necessitate six special teachers of home 
economics in the grades and three special teachers in the high school, 
with a supervisor who will teach one-half time. At present four 
teachers and a part-time supervisor will be sufficient. 

One year of art should be required of all students majoring in home 
economics and should be elective for all students, both young men 
and 3'oung women. Under the present financial conditions in the 
Elyria schools the desirability of offering so many lines of work in 
fine arts may well be questioned. It seems probable that for one and 
perhaps for two years one teacher of fine arts will be able to admin- 
ister all required work and also offer one or two lines of electives. 

OPINIONS OF MOTHERS. 

A questionnaire sent to the mothers of students in sewing classes 
in the grades and in home economics classes in the high school re- 
sulted in 134 answers. Of the mothers who answered, 110 were born 
in the United States, and 24 were foreign born. Many mothers stated 
that they knew nothing of the work given and hence could not ex- 
press an opinion as to desirable improA^ements. The real test of home 
economics teaching is the degree to which it functions in the home 



HOME ECONOMICS. 261 

life of the girl. If its effect is unrecognizable by the mother, there 
must be some weakness in the teaching. 

One hundred mothers thought cooking the. most important school 
study in home economics; yet no food instruction is given below the 
high school. Only seven considered millinery most important; yet 
the millinery course is required twice a week for an entire year and 
is elective in the senior year for an equal time. Sixty mothers em- 
phasize the value of sewing; yet it is given but once a week during 
one year in the high-school home economics course. Only one mother 
ranks arts and crafts as of great importance; yet the home economics 
course requires three days per week in the first year, two days per 
week in the second year, three days per week in the third year, and 
offers two elective art courses in the fourth year. 

The greater majority of mothers expressed their appreciation of 
the need of hot lunches, if they are well prepared. At present 183 
tuition-paying students in the high school remain in or near the 
school buildings during the noon intermission. These facts indicate 
the importance of the opportunity offered the home ecnomics depart- 
ment to give practical instruction in preparing lunches. 

ANSWERS BY MOTHERS TO CERTAIN QUESTIONS. 

Question. What do you consider the most valuable part of the home eco- 
nomics instruction in the high school? 

Answers. One hundred mothers replied, cooking; 60, sewing; 18, house- 
keeping ; 7, millinery ; 7, baking ; 4, dressmaking ; 4, buying ; 2, mending ; 2, 
interior decoration ; 1, nursing ; 1 art and craft work ; 1, canning ; 5, meal 
preparation. 

Question. What improvement do you suggest? 

Answers. Eleven mothers replied, devote more time and work to home 
economics ; 10, better equipment for sewing and cooking ; S, make work more 
practicable ; 8, have cooking and more general housekeeping in the grades ; 
4, adopt the best methods ; 1, eliminate jewelry and metal work ; 1, furnish 
all materials free; 1, substitute sewing for art in the first year if parents so 
desire ; 1, coordination with the home ; 1, improved sanitation ; 1, improved 
rooms. 

Question. Should the school provide hot lunches for the pupils? 

Answer. One hundred and fourteen mothers replied, yes; 13, no. 

AFTERNOON AND EVENING CLASSES. 

A personal investigation leads to the conclusion that of the hun- 
dreds of women workers in Elyria's factories not more than 3 per cent 
have received high-school education, and very few have a knowledge 
of home economics. It is true that these workers are not the product 
of Elyria's schools, and in the majority of cases are not residents of 
Elyria, but come and go on the interurban and steam lines; yet it 
is probable that many of these young women and others like them 
will establish homes and rear families in Elyria and thus become 
contributors to the problems of the schools of the city. 



262 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Elyria has also a rapidly increasing number of wives and mothers 
who have little knowledge of the English language and but slight 
familiarity with American ideas of sanitary and attractive homes and 
American standards for the education and care of children. To these 
new comers Elyria owes assistance and instruction, since Ameri- 
canization must start in the home life if it is to be genuine and 
complete. 

Afternoon or evening classes should be maintained for the mothers 
in different parts of the town. With the right woman in charge, 
much valuable instruction could be given in the Hungarian section 
and other classes, for young housekeepers would receive support in 
different sections of the city. 

The Young Women's Christian Association is doing genuine edu- 
cational work. It may be questioned if it is good policy to leave 
for a philanthropic association work which is really a community 
responsibility. 

Saturday afternoon classes and perhaps evening classes should be 
established for the young women in manufacturing establishments. 
A reasonable charge might be made for instruction given to non- 
resident students, but to residents of Elyria these extension courses 
should be free. 

RECOMMENDATIONS. 

1. Make of arts and crafts a separate elective course in the high 
school, open to boys as well as girls. 

2. Give a prevocational aspect to the instruction in home economics 
in the grades and in the first high-school year. 

3. Make home economics a required subject for all girls from the 
fifth grade to the first high-school year, inclusive ; an elective in the 
second, third, and fourth high-school years. 

4. Make the necessary changes gradually over a period of three 
years. 

5. When the new conditions are fully established, employ one 
supervisor of home economics teaching part-time, six special teachers 
of home making in the grades, and three special teachers for home 
economics in the high school and for night and special classes. 

6. Shorten the noon intermission, and provide hot lunches to high- 
school teachers and students. 

7. Organize afternoon and evening classes for adults and for 
young women employed during the day. 

8. Provide more sewing machines, better equipment in particulars 
enumerated, and make specified changes in the use of rooms. 

9. Include laboratories for home economics in all plans for new 
buildings. 

10. Construct a "model cottage" in the Hungarian section of the 
city and equip a " practice apartment " in the high school. 



Chapter XIII. 

MANUAL TRAINING. 



The latest published course of study for the elementary schools for 
the year 1914-15, under the caption " Incidental Instruction," states : 

All boys in the sixth, seventh, and eighth grades shall be given one lesson each 
week in mechanical drawing and benchwork. 

The girls of the same classes and at the same times shall be given lessons in 
practical sewing. 

During the school year 1916-17 the teaching force was reduced, and 
the work in manual training was limited to the seventh and eighth 
grades. 

Handwork is not mentioned in the outline of studies for the lower 
grades. Consequently, nothing is attempted in this direction, with 
the exception of the occasional experiments of a few of the more ener- 
getic and progressive grade teachers. 

GRADES 1 TO 6. 

While there is considerable diversity in methods of introducing and 
carrying on the work, there is widespread recognition among edu- 
cators of the importance of the manual arts in the elementary school. 
Elyria has followed the example and practice of many other cities 
in selecting the seventh and eighth years as the point at which to 
introduce manual training into the elementary school. Nevertheless, 
a better method of procedure would be to introduce the work first in 
the lower grades. The more important reasons for this course may 
be enumerated as follows: 

(1) The handwork of the lower grades cost very much less for ma- 
terials and equipment than the shop work of the upper grades, and the 
enrollment in the lower grades is larger than that of the upper grades ; 
consequently a much larger number of pupils can be benefited by 
the expenditure of a given amount of money in the lower grades 
than in the upper. 

(2) The more intensive manual arts courses of the later years lose 
much of their effectiveness unless a suitable foundation is laid in 
the elementary handwork courses. 

(3) Even under the most favorable conditions it is difficult to de- 
velop numerous points of contact between the shopwork and the other 

263 



264 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

studies of the seventh and eighth grades and to bring about a natural 
correlation between the activities of the shop teacher and the regular 
grade teacher. It is much easier to accomplish these ends in the light 
of the experience gained in administering the handwork of the 
earlier grades, where the points of relationship between the hand- 
work and the other phases of school work are more numerous, more 
patent, and more susceptible of development. 

AIMS AND PURPOSES. 

Handwork in the elementary school may be employed for the ac- 
complishment of at least three distinct educational ends: (1) To de^ 
velop manipulative skill and the ability to "do things"; (2) to 
impart knowledge of materials and processes of construction; and 
(3) to vitalize the instruction in various subjects of study, such as 
geography, history, and language. 

Young children have neither the muscular control nor the interest 
to enable them to follow spontaneously a program confined chiefly 
to the accomplishment of the first of these aims. A high degree of 
technical skill can be acquired by young children in certain direc- 
tions, but only at the sacrifice of other values. Nevertheless, the 
child enjoys the manipulative processes, and although results are 
crude at first, his ideals are capable of cultivation, and from grade to 
grade increasing emphasis may be placed on accuracy and precision 
of workmanship, a progressive technical control keeping pace with a 
developing muscular system and a growing subjective demand. 
Necessarily the work also contributes to the child's growth through 
knowledge of materials and processes employed. 

The methods and processes which are utilized to accomplish the 
third of these aims are well adapted to the instincts and capacities of 
children in the lower grades. Most children have the ingenuity and 
the imagination to enjoy these activities and to participate in them 
with profit. The work includes the arrangement on the sand table 
of the settings of various stories which form part of the instruction 
in reading and of scenes and events selected from the fields of his- 
tory and geography. It includes also the making of small articles 
that serve some purpose in the schoolroom, as well as the representa- 
tions of a considerable variety of objects taken up in the course of the 
regular studies; such as, the implements used in carding, spinning, 
weaving, etc., methods of transportation, types of tools and utensils, 
and the like. 

Work of this character, like that of the type first mentioned, has a 
twofold educational value for young children : It serves to illustrate 
and vitalize the instruction in the regular studies by giving a rich- 
ness of meaning to words and ideas through concrete expression, thus 
making the instruction more effective; and it also serves in a very 



MANUAL TRAINING. 265 

definite way to extend the child's field of knowledge and experience 
through acquaintance with a variety of materials, their most obvious 
properties and uses, and, to a limited extent, their sources and 
methods of preparation for commercial use. 

In general, it may be said that work of the first type is of value 
chiefly as discipline, for the development of technic, muscular co- 
ordination and control, and for the development of ideals, not only 
of artistic excellence and fitness of an object to its purpose but also 
of good workmanship and the relation between effort and achieve- 
ment. It is important in handwork which has these objects in view 
to maintain constantly progressive ideals of excellence in workman- 
ship and design and to undertake only such constructions and proc- 
esses as are reasonably within the capacities of the children. Activi- 
ties of the second type are of value chiefly for the contribution to the 
effectiveness of instruction in other subjects and for the opportunity 
afforded for the free play of the child's imagination in self-expression 
and self -direction. Here also progressive standards of technical, ex- 
cellence should be applied, but not to the extent of discouraging the 
child from thinking and acting independently. The emphasis should 
be on spontaneity and the general effect to be produced by the repre- 
sentation rather than upon process and technic. 

Both types of work, as suggested herein, have important places 
in the education of young children, and should be provided in all the 
elementary schools of Elyria. 

GRADES 7 AND 8. 

The most serious criticisms that have been directed against current 
practice in manual training in these grades are that the work tends 
to become too formal, and that the range of activities covered is too 
narrowly restricted. The practical difficulties involved in adminis- 
tering a shop under school conditions have frequently led to an objec- 
tionable formality in instruction and rigidity in method of pro- 
cedure, and too often the shop instruction has been limited to a course 
in woodworking. 

With respect to the first criticism, it must be evident that manual 
training loses much of its educational value when it is reduced to a 
routine in which the instructor does most of the thinking and plan- 
ning, while the activities of the pupils consist chiefly in following- 
detailed directions. With respect to the second criticism, it is to be 
said that, if time permitted, manual training could be made much 
more interesting and profitable by adding to the woodwork a variety 
of processes selected from a number of other fields, such as printing 
and bookbinding, simple metal work, electricity, cement, and concrete. 

These criticisms apply to the manual training in the Elyria schools 
to a certain extent, though it should be made clear that the criticisms 
apply to the conditions under which the work is done, rather than 



266 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

to the efficiency of the use which is made of existing facilities and 
opportunities. 

TIME ALLOWANCE. 

No provision is made during the current year for handwork below 
the seventh year. In the seventh and eighth grades one lesson per 
week is given, nominally 90 minutes in length. 

With a school year of 38 weeks the aggregate maximum amount 
of time for shopwork is 57 hours per year, or 7-| days of 8 hours each. 

Even this small amount of time is subject to diminution because 
of occasional interruptions. It seems clear, therefore, that the 
proper conditions have not been provided to insure the maximum 
benefits from manual training. The fact that results deemed worth 
while are attainable even under this inadequate allowance of time 
justifies the contention that more and better results may be expected 
with more time. 

EQUIPMENT. 

The equipment for manual training for the seventh and eighth 
grades consists of two shop centers, one in the high-school building 
and the other at the Gates School. The former is in use three entire 
mornings each week, one entire afternoon, and half time on four 
afternoons — in the aggregate about three-fifths of the regular school 
time. The latter is in use two mornings each week, or about one- 
fifth of the regular school time. The time devoted to manual train- 
ing in these grades could therefore be doubled without using the 
equipment to its full capacity. 

The shops are fitted with work benches and tools adapted to the 
kinds of work that may be profitably undertaken with classes of boys 
in the time allowed. The shop in the high-school building is satis- 
factory. It is near the other shops in the same building, and 
any item of equipment lacking in the grade shop may be readily 
procured. 

The Gates School shop is located in the old building, which has 
all the unattractiveness of outlived usefulness. The rooms occupied 
for manual training are somewhat crowded. A power drill, tool 
grinder, and circular-saw bench are located in an unheated room, 
detached from the shop in which the pupils work. 

THE COURSE OF STUDY. 

The course of study for the seventh and eighth grades consists of 
the construction of a series of small objects intended for personal or 
home use.. As outlined for 1916-17, these include: First semester — 
pen tray, paper cutter, coat hanger, tie rack ; second semester — brush- 
broom holder, cup-and-saucer rack, pressing board, tool box, and two 
small pieces of simple furniture, to be selected by the pupil. Eighth 
year: First semester — sled, cutting board; second semester — taboret, 



MANUAL TRAINING. 267 

jewel box, and a piece of simple furniture, to be selected by the pupil. 
Each boy pays the cost of the material in each article he makes for 
himself. These projects are supplemented from time to time by the 
construction of various articles of furniture and apparatus for the 
school, involving sometimes individual and sometimes community 
effort 

The course has been planned to introduce the use of the principal 
woodworking hand tools and processes, simple wood finishing', and a 
few processes in cold metals. The course of study and methods of 
instruction are similar to those observed in many other cities, the 
quality of work being somewhat above the average. Under the pre- 
vailing conditions of large classes, limited time, and restricted facili- 
ties it is difficult to devise courses and methods that will involve a 
greater variety of activities and accomplish more for the time and 
energy expended. 

The department is making a commendable effort to work out a 
program for a special ungraded class of boys, meeting one period 
(45 minutes) daily in the shop. This experiment would undoubtedly 
be more fruitful of results if the amount of time were doubled or 
trebled, and the instructor permitted to make an aggressive attack on 
his problem. 

The prevocational aim receives no adequate consideration in the 
manual-training program, and the same is to be said of vocational 
guidance. 

THE HIGH SCHOOL. 

The announcement of the Elyria High School for 1916-17 contains 
outlines of the following courses: 

(1) Classical course, college preparatory; offers the possibility of 
electing, in the freshman year, one credit in general science or manual 
training or arts and crafts. 

(2) Commercial course; offers the possibility of electing, in the 
freshman year, one credit in manual training or arts and crafts. 

(3) Industrial course, preparing for the engineering college, or for 
industry; 4.5 credits in mechanical drawing and shop work, and 11 
credits in language, history, mathematics, and science. 

(4) In addition to the high-school course there is offered a special 
or vocational course, six years in length, beginning in grade 7. 
Approximately one-third of the time in grades 7 and 8 is assigned 
to shopwork, and one-half of the time in grades 9 to 12 is assigned 
to shopwork and mechanical drawing. 

According to the announcement, boys are assigned to this special 
course by the superintendent " after careful consideration of each 
case, including conference with the teacher and parent of the child." 

The aim is to fit boys who would otherwise drop out of school for efficient in- 
dustrial work. It is not presumed that graduates from it will have covered a 



268 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

full apprenticeship course iu any line, but it is hoped that they will find an 
occupation in which they may become good workmen. 

The course of study theoretically covers the seventh and eighth 
grades and four years in the high school. The 13 elementary school 
boys in attendance, however, were doing sixth as well as seventh 
and eighth grade work. The time is divided equally between aca- 
demic and manual work. Arithmetic is effectively correlated with 
shop problems. A history recitation observed w T as stimulating and 
full of interest. The discussion turned on our relations with Ger- 
many, and the pupils raised all sorts of questions pertaining to our 
international relations. They were evidently reading the papers and 
thinking, and they needed no prodding. 

EQUIPMENT. 

The equipment in the high-school building includes the following: 

Grade manual training shop, already mentioned, approximately 
48 by 38 feet; occupied three entire mornings and one afternoon 
period weekly by grade classes, one afternoon period daily by high- 
school classes ; contains 21 single work benches, grindstone, band-saw, 
demonstration theater. 

Cabinet shop, approximately 40 by 25 feet; occupied one period 
daily by special ungraded class; contains 16 single benches. 

Lathe and pattern shop, approximately 40 by 25 feet; occupied six 
periods daily by high-school classes, except last five weeks of year, 
when one class takes foundry practice two periods daily; contains 
15 single benches, 11 wood-tarning lathes, demonstration theater. 

Foundry, approximately 40 by 25 feet; occupied two periods daily 
for five weeks by high-school class; contains small iron cupola and 
equipment for 10 students. 

Forge shop, approximately 45 by 30 feet; occupied two periods 
daily in the morning and two periods daily in the afternoon; con- 
tains 16 down-draft forges, with anvils and tools. 

Mechanical drawing-room, approximately 50 by 25 feet; occupied 
eight periods daily; contains 24 single drafting tables. 

The cost of equipment, including the Gates School shop, is ap- 
proximately as follows: 

Gates School shop $750 

Grade manual training shop (high-school building) 1,000 

Cabinet shop 5-jO 

Lathe and pattern shop 1, 700 

Foundry 900 

Forge shop 1, 200 

Mill room 1, 200 

Mechanical drawing-room (including additional equipment in 
storage) 400 

Total 1 $7,700 



MANUAL TRAINING. 269 

The number of wood-turning lathes appears to be somewhat in 
excess of the requirements of the present enrollment of students and 
course of study, and a rearrangement of the equipment, as suggested 
by the instructor in charge of the lathe and pattern shop, has been 
approved. Aside from this, the benches, machines, and tools have 
been well selected and arranged, and the equipment generally shows 
evidence of careful use. 

The fact that a part of the equipment is not used to its full capacity 
appears to be due, partly at least, to the reduction of the teaching 
staff. The foundry and forge shop will not be used to capacity for 
sometime to come, but if a more liberal and aggressive policy were 
inaugurated it is doubtful if the remainder of the equipment would 
prove more than adequate. 

A room approximately 40 by 100 feet has been set aside for a 
machine shop, to be equipped at a later date, when fourth-year 
classes are ready, and when prices for equipment return to normal 
levels. 

COURSES OF STUDY. 

The arrangement of courses of study in the Elyria high school 
does not encourage boys generally to take the work in manual train- 
ing. Since students in the classical and commercial courses are 
limited to the possibility of electing one credit only in manual train- 
ing, it practically means that only those take this work who elect 
either the industrial course or the special vocational course. The 
industrial course is intended to prepare for the engineering college 
or for entrance into industry, and the special vocational course is 
planned for boys " who would otherwise drop out of school," and 
who presumably are contemplating employment in the industries. 
It may be assumed, therefore, that with few exceptions only those 
bo}^s elect these courses who already have reason to expect to follow 
industrial careers. For such boys the work has a measure of voca- 
tional value, so far as it goes. 

The policy appears to ignore (1) the potential value of manual 
training and mechanical drawing as a part of the general education 
of all normal boys, and (2) the prevocational value of these lines 
of work when properly presented to boys who desire to discover 
their own native talents and how to make the most of them. 

The same courses and methods can not well be made to serve all 
three aims: Vocational, prevocational, and general education. If 
the dominant aim is to continue to be vocational, it is advisable to 
modify some of the work in order to bring it in closer accord with 
the requirements of the industries. The courses in forging, pattern 
making, and architectural drafting, as now given, seem to meet these 
requirements better than the others. Observation of the work in 
machine design suggests the possibility that the student occasionally 



270 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

may accept a principle and produce a drawing which he does not 
fully understand. The methods followed in the cabinetmaking 
course are better adapted to realize the general education aim than 
the vocational aim. In both of the courses just mentioned, and, per- 
haps, in certain others, there are indications that the pressure of 
anxiety to cover the ground of the course has caused the instructor 
to do some of the thinking and planning and preparation of material 
that should form a part of the student's experience. . 

The special, or vocational, course represents a progressive move, 
and with proper encouragement should render a valuable service. 
Its advantages should be made available to more pupils. Boys who 
enroll in this course spend two periods (90 minutes) daily in shop- 
work, and devote the remainder of the school time to reading, writ- 
ing, arithmetic, and geography in the seventh year, and to reading, 
arithmetic, physiology, and English in the eighth. Beginning with 
the ninth year, one-half of each day (2.5 hours) is spent in drawing 
and shopwork, and one-half in academic subjects. As outlined in 
the prospectus, the drawing includes mechanical and architectural 
drawing; the shopwork includes wood turning, gas fitting, plumb- 
ing, forging, electricity, pattern making, molding, foundry, machine 
shop, cabinetmaking, machine woodworking, though not all of these 
courses are actually given. About one hour daily is devoted to arith- 
metic and industrial geography, and the remaining hour and one- 
half is assigned to reading, writing, spelling, history, civics, simple 
accounts, and elementary science. 

The special course is an adaptation of the plan of the elementary 
industrial school or prevocational school, which is being tried in a 
number of cities. The Elyria authorities are to be commended for 
their progressive attitude. Further additions to the equipment 
available will be necessary before the plan can be carried out in its 
entirety. 

THE MANUAL-TRAINING STAFF. 

There are five instructors, of whom one teaches full time, mechani- 
cal, architectural, and machine drawing; one teaches full time, pat- 
tern making, cabinetmaking, and foundry; one teaches full time, 
seventh and eighth grade manual training, and one class in advanced 
cabinetmaking ; one teaches half time, forging ; one teaches one class 
daily — the special ungraded class. 

TRAINING AND EXPERIENCE. 

Of the five members of the staff, one reports no schooling above 
high-school grade; three have had some professional normal train- 
ing ; two have had brief courses in business college ; three have taken 



MANUAL TRAINING. 271 

correspondence school courses; and two have had some college or 
university work. Disregarding the correspondence course, and esti- 
mating a summer school course as one-fourth year, the average 
amount of schooling above high-school grade for the five members 
of the staff is 1.4 years. 

The staff includes one instructor now teaching in his first year, one 
who has taught 5 years (prior to September 1, 1916), two who have 
taught 9 years each, and one who has taught 27 years, the average 
being 10 years. 

EXPERIENCE IN OTHER OCCUPATIONS. 

The possibility of developing at least a limited variety of voca- 
tional courses is suggested by the record of experience in occupations 
other than teaching. Two instructors have had 1 year, one has had 
4 years, one has had 7 years, and one has had 43 years of experience 
in occupations other than teaching, averaging 11.2 years each. The 
list includes 12 different occupations, as follows: Blacksmithing, 
cabinetrnaking and furniture factory, carpentry, clerking in store, 
farming, foundry, machine-shop work, millwrighting, paper mill 
work, pattern making, selling subscriptions and advertising, stone 
quarry work. 

TRAINING SINCE ENTERING THE SERVICE. 

In response to the question, " What courses have you taken in nor- 
mal school, college, university, correspondence school, etc., for the 
purpose of improving your work, since entering the service of the 
Elyria school?" three instructors report as follows: One has taken 
five summer-school courses in institutions offering special courses for 
the preparation of manual arts teachers, and four correspondence 
courses ; one has taken a nine weeks' course in a normal school ; one 
has taken three summer-school courses in a State university, one-half 
year in a business college, and two correspondence courses. This is a 
very creditable showing for the three instructors, and indicates a 
commendable disposition to study the special problems of the manual 
arts and to endeavor to keep abreast of progress in this rapidly de- 
veloping field. One of the other two instructors is teaching this year 
for the first time, and the other has been in the Elyria school system 
only four years. 

The board of education would be justified in taking the position 
that the rapid evolution of educational ideals and practices lays 
upon every teacher the obligation of following some plan of defi- 
nite and systematic study of education. If such professional study 
be desirable for regular teachers, it is practically indispensable for 
teachers in the special field of the manual arts, where much experi- 



272 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

mental work remains to be done, especially in relation to programs 
and methods of procedure. 

PROFESSIONAL BEADING. 

The members of the manual-training staff were asked to state the 
titles of a few of the most important books on education which 
they had read during the past two years. In response to this 
question, one instructor gave no report, while four reported a total 
of 13 books read, as follows: Standards in Education. All the 
Children of All the People. Forging. Foundry Practice. Social 
Psychology. The Modern School. Vocational Guidance. The 
Teacher and the Child. High School Problems. Schools and Ad- 
ministration. How to Study. Rural Problems. The Portland 
Survey. 

Of the four instructors, one reported one book read, one reported 
two books, one reported three, and one reported seven. No two in- 
structors reported the same book. 

In response to the question, " What educational periodicals do 
you read regularly ? " the five instructors reported an average of 
three magazines each. One instructor reported one magazine, one 
reported two magazines, one reported three, one reported four, and 
one reported five. The list, which includes eight different magazines, 
is as follows, together with the number of teachers by whom each is 
read: Architectural Record, 1; Industrial Arts Magazine, 3; Man- 
ual Training Magazine, 4; Ohio Educational Monthly, 3; Ohio 
Teacher, 1 ; Pathfinder, 1 ; School and Society, 1 ; School Century, 1. 

The facts presented in connection with the two foregoing lists 
may be accepted as evidence of a desire for improvement on the part 
of the manual-training teachers. This disposition should be en- 
couraged by those in authority. A supervisor could accomplish 
much by organizing the staff into a study class for the purpose of 
systematic reading and discussion. The number of books read should 
be many times greater. 

Additional evidence of a wholesome professional attitude is found 
in the memberships in educational organizations reported. Of the 
five instructors, one is a member of one professional association, 
one is a member of three associations, two are members of four asso- 
ciations each, and one maintains membership in five associations. 
Six different organizations are represented. The list, together with 
the number of teachers reporting membership in each, is as follows : 
Cleveland Manual Training Club, 3; Lorain County Manual Train- 
ing Club, 2; Lorain County Schoolmasters' Club, 5; Northeastern 
Ohio Teachers' Association, 4 ; Ohio Industrial Arts Association, 1 ; 
Ohio State Teachers' Association, 2. 



MANUAL TRAINING. 273 

KECOMMENDATIONS OFFERED BY THE STAFF. 

Four members of the staff, in response to a request, offered sug- 
gestion as to ways in which the work of the department might be 
improved. Their suggestions may be summarized as follows : 

Relating to organization and administration: 1. A supervisor needed. 2. 
More instructors needed. 3. Too many pupils, and too many classes, per 
teacher, in some cases. 4. More and better coordination of work needed. 
5. Insufficient time to do required work thoroughly. 6. Too many retarded and 
incorrigible boys in special classes. 7. More conferences of shop teachers 
needed. 

Relating to course of study and methods: 1. More judicious selection of 
materials. 2. More reference material needed. 3. More efficient use of refer- 
ence material available. 4. Textbooks for supplementary work in shop. 

Relating to physical conditions: 1. More money needed for equipment and 
maintenance. 2. More judicious selection of equipment. 3. Better arrange- 
ment of equipment. 4. Stereopticon or reflectoscope," or both, needed. 5. Ath- 
letic field and gymnasium needed. 

These suggestions afford material with which the staff itself could 
proceed at once upon an aggressive program of improvement and de- 
velopment of the department,- if given the right kind of leadership. 
In the attempt to establish a new line of work in the schools, like 
the manual arts, it is a mistaken policy to " save money " by elimi- 
nating efficient and authoritative supervision. The members of the 
manual-training staff are agreed in the opinion that their work is 
seriously handicapped without a supervisor. 

SUMMARY. 

The impressions of the manual-training staff may be summarized 
as follows: 

(1) There is a considerable range of individual qualifications in 
respect to professional preparation and experience. 

(2) In respect to professional ability, personality, and potential 
strength, the staff is probably equal, if not superior, to that found 
in other cities of Elyria's class. 

(3) The inspiration that might be contributed by the leadership 
of a competent supervisor is conspicuous by its absence. Not only 
is the work of the several members of the staff imperfectly coordi- 
nated but there is lack of definiteness and direction in the individ- 
ual efforts toward building up the department as well as toward pro- 
fessional self-development. 

(4) The professional reading and study reported by the members 
of the staff suggests a lack of definiteness of method and purpose, 
as well as lack of acquaintance with some of the best of the recent 
literature in this special field. 

61564°— 18 18 



274 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

EECOMMENDATIONS. 

1. Supervisor. — The next step to be taken in connection with 
manual training in the Elyria schools is the appointment of a capable 
supervisor, who. under the direction of the superintendent, should be 
responsible for the administration of all the manual training and 
vocational classes from the first grade through the high school. lie 
should personally direct the details of the work in grades 7 to 12, 
inclusive. An assistant supervisor, preferably a woman, should be 
appointed, to whom should be assigned the task of introducing and 
directing the handwork in grades 1 to 6, under the general direction 
of the supervisor. 

The duties of the supervisor should be to organize the department, 
to supervise and direct the work of the instruction in mechanical, 
architectural, and machine drawing, and shopwork, to secure better 
coordination of the work of the various courses, to arrange regular 
conferences of the special teachers for discussion of the problems of 
the department, to organize the staff into a group for professional 
reading and study, and to make necessary arrangements for equip- 
ment and supplies. He should be a man worthy of a salary of at 
least $1,500, and should not give more than half time to teaching. 

The duties of the assistant supervisor should be to confer with the 
regular teachers in grades 1 to 6, assisting them to introduce such 
types of handwork as they are now prepared to handle, and to meet 
the teachers in small groups for the purpose of instructing them in 
the technic of such additional lines of work as it may be decided to 
introduce. She should also prepare outlines of courses, detailed 
directions for procedure, and arrange for necessary equipment and 
supplies. She should give not more than half time, to teaching, and 
the salaiy for this position should be at least Sl^OO. 1 

2. Elementary handwork. — Steps should be taken to bring the 
Elyria schools in line with educational progress through the intro- 
duction of a well-organized scheme of handwork for grades 1 to 6. 
This work should have in view the aims suggested in the foregoing 
discussion. In the beginning the lines of work should be selected to 
meet the capacities of the various teachers to handle them, but notice 
should be given that after a reasonable time (say September 1, 1921 ) 
grade teachers would be expected to teach the, handwork outlined in 
the course of study. A departmentalized system in grades 4, 5, and 
6 may be encouraged, by which one teacher in a building would be 
responsible for the handwork for the boys, another the handwork for 
the girls, another the music, and so on. 

1 This recommendation becomes inoperative if the recommendation made in Chapter III, 
Administration and Supervision, be adopted, namely, that a primary supervisor be 
appointed who is qualified to direct the handwork in grades 1 to 6. 



MANUAL TEAIKING. 275 

3. Time allotment . — During the introductory period from 30 to 60 
mii.utes per week should be allowed for handwork, but the school 
program and course of study should be readjusted gradually to a 
more liberal allowance. At first it may be objected that it is im- 
possible to add handwork as a new subject to a curriculum already 
crowded. That this is not a fair statement of what is proposed, how- 
ever, will become evident after the teachers have had opportunity to 
experiment with the work under favorable conditions. Ultimately 
it would be found practicable to set aside not less than one-tenth to 
one-eighth of the present school time in grades 1 to 6 for hand- 
work; that is, from two to three hours per week, divided up into 
from three to five periods, according to program conditions. 

In grades 7 and 8 (and 9 if the junior higkrschool plan be 
adopted) the manual arts should receive not less than one-fifth 
to one-fourth of the present school time, or five to seven hours 
weekly. The program should be flexible enough to provide an even 
larger proportion of time for this purpose, up to one-third or one- 
half, for groups of selected pupils under special conditions on an 
elective basis. 

4. Reorganization. — As already, suggested, a place for elementary 
handwork should be found by a reorganization of the course of study 
and modified methods of instruction and not by the mere mechanical 
process of displacing something old in order to add something new. 
It is sufficient to indicate those features of reorganization and method 
which would affect the handwork: 

(a) To the extent that handwork is used to illustrate and reinforce 
the instruction in other subjects (as language, arithmetic, geography, 
history), it becomes a method of teaching these subjects and does not 
require a special allotment of time of its own. By thus making the 
instruction in these subjects more vital and concrete, and hence more 
efficient, the same ground can be covered in less time. 

(b) Courses of study in the public schools are to a certain extent 
an inheritance from a period in which the determining factor in the 
organization of the curriculum was the analysis of the subject matter 
that it was deemed important for the individual to learn. Current 
scientific studies of education are animated by the disposition to 
examine the processes of development going on in the child, the 
essential factors of adjustment to environment, and the necessary 
preparation for complete functioning as an adult individual, a 
human being, a citizen in a democracy, capable of maintaining him- 
self and those dependent on him. The course of study is being ex- 
amined with the view to determining its fitness to contribute to 
these ends rather than the completeness with which it covers the 
various fundamental fields of knowledge. This analysis has already 
proceeded far enough to identify certain nonessential material in 



276 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

several school subjects. The elimination of nonessential material 
makes for more effective instruction and for economy of time. 

(<?) More time for handwork may be had by a redistribution of 
subjects in the various years of the elementary school. For ex- 
ample, arithmetic: Handwork involves all the fundamental opera- 
tions in arithmetic, and affords a most natural and concrete method 
of instruction in these operations; this fact, together with the serious 
questioning, on other grounds of the necessity of having formal 
instruction in arithmetic spread over so many years of the elemen- 
tary school, suggests the possibility of accomplishing the desired 
results in arithmetic with much less expenditure of time for formal 
instruction. 

(//) The introduction of handwork and other features of the mod- 
ern school, such as physical exercises, games, dramatizations, serves 
to make school work more interesting and more enjoyable, so that, 
even if the aggregate time actually devoted to instruction is not ma- 
terially increased, more can be accomplished with less fatigue and 
with greater satisfaction to both teachers and pupils. 

(e) There is an observable tendency in the direction of a longer 
school year and a longer school day. By a proper distribution of 
work periods and recreational features it should be possible to ac- 
complish the following ends: Afford more time for proposed new 
activities; eliminate largely, if not entirely, the necessity for home 
work for both teachers and pupils; make school w T ork less burden- 
some than under the existing program. 

(/) There is also an observable tendency to segregate in special 
classes (1) pupils who are making more rapid progress through 
the grades than the normal rate of one grade per year; (2) those 
who are slower and retarded;, and (3) those who are below normal, 
physically or mentally. Pupils of these types constitute special 
problems and should have special treatment. The segregation of 
these pupils, therefore, makes for more effective and more economical 
use of the time of all concerned. 

5. Scope of work. — The object in view should be a well-organized 
and articulated scheme of handwork running through the entire sys- 
tem, incorporating the best features applicable to local conditions 
that have been developed by progressive cities, with lines of work 
of sufficient variety and scope to meet the approval of modern edu- 
cational thought, and adapted to the capacities and needs of chil- 
dren at successive stages of growth. 

The work should connect intimately and efficiently with the ac- 
tivities of the kindergarten and the training of the home on the one 
side and with the practical demands and actual conditions of the life 
careers into which young people go when they leave school on the 
other. 



MANUAL TEAINING. 277 

The work in the first four years should be adapted as closely as 
possible to the requirements of the reorganized course of study, and 
should involve the manipulation of materials and processes in paper 
and cardboard, textiles, basketry, weaving, and drawing. Beginning 
with the fifth year the lines of work may well diverge with the vary- 
ing interests of boys and girls, and for the boys should include oppor- 
tunities for work in thin wood, and elementary processes in book- 
binding, printing, clay, cement, plaster, and such other groups as 
further study of conditions may indicate. 

In the seventh and eighth years the boys should carry still further 
the problems in printing and bookbinding, and to these should be 
added suitable work in copper, brass, iron, leather, cement and con- 
crete, electricity, benchwork in wood, and mechanical drawing. The 
woodwork might well include some simple framing and carpentry. 
All the shopwork should be made as practical as possible. The cor- 
responding work for girls is discussed elsewhere in this report. 

More systematic and determined effort should be made to study 
and provide for the needs of special groups of children, such as those 
who are for any reason retarded in physical or intellectual develop- 
ment or in their progress through the grades. 

With the increase in time available, it will be possible to devote 
sufficient attention to mechanical drawing in the elementary schools 
to enable all boys to make and read simple working drawings, and to 
provide for a few an introduction to the elements of architectural or 
machine drafting. All the mechanical drawing should be practical 
in character and in accordance with approved standards of drafts- 
manship. This work should be under the direction of the supervisor 
of manual training, and taught by shop teachers, or by teachers who 
are familiar with shop conditions and keep in close contact with the 
school shopwork. 

6. Aims mid purposes. — It should be expected that the entire school 
system will assume a new point of view, and that manual training 
will be introduced, not so much as a new subject with its claims and 
demands, but with the distinct purpose of contributing to the effi- 
ciency of the whole system. 

The service rendered to children by the manual arts should not be 
limited to its contribution to general education, even in the elemen- 
tary school, though this may properly be the primary motive. So 
long as children are permitted to abandon permanently their birth- 
right of school privileges at the immature age of 14 or even 16 years, 
there can be no adequate defense of an educational policy that 
neglects to offer in the school some rational preparation for the life 
struggle which these children are allowed to enter. 

Unquestionably, therefore, beginning at the latest with the seventh 
year of school, the prevocational aim for most children, and the voca- 



278 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

tional aim for some children, should have definite recognition in 
the public schools. While the influence of these aims should not be 
limited to the work in the manual arts, it is here that the most favor- 
able conditions will be found for its expression and development. 

By " prevocational aim " is understood the attempt to assist boys 
and girls to study their own capacities and the possibilities of their 
environment, to " find themselves," and to make an intelligent choice 
at the right time of a future career based upon some adequate 
understanding of these considerations instead of drifting helplessly 
into whatever chance and ignorance may offer. 

The " vocational aim " will be served by any course of activity 
which may be carried on in the school or encouraged elsewhere under 
the supervision of the school that assists boys and girls to make 
some progress in preparation for an occupation that is definitely 
anticipated. 

7. Equipment. — The equipment and arrangement of the shops for 
grades seven and eight (and nine, if the junior high-school plan be 
adopted:) should be somewhat different from those now in use. The 
type of shop that has existed in the past developed under the influ- 
ence of traditional school ideals of class units and rigid pi\ grams, 
and although there has been much more freedom and flexibility in the 
shop than in the usual classroom, there is need of still further 
flexibility. 

The new type of shop is conceived as a laboratory in which real 
problems may be considered and solved by the pupils. Such prob- 
lems may frequently involve other processes than those found in 
woodworking, and it is desirable to provide equipment in sufficient 
variety to prevent the work from being confined to too narrow lines. 
The transformation in shops and equipment should be brought about 
gradually to enable teacher to prepare themselves for the new 
conditions. Nothing is gained by adding tools or materials which- 
teachers are not qualified to use advantageously and efficiently. 

It is not necessary that all of the desired lines of work be carried 
on in any one shop, though a considerable variety of work may be 
thus provided. The object in view is to provide pupils with as wide 
a range as practicable of useful experiences, and this may be accom- 
plished in various ways. 

8. Course of study. — The suggestions made herein contemplate 
emphasis upon problems which require constructive thought on the 
part of the pupil, stimulate the development of ingenuity and in- 
itiative in dealing with new situations, insure the formation of cor- 
rect habits of technic and craftsmanship, and occasionally demand 
cooperative effort in which the students work together in groups on 
a single project. Too often school training has tended to repress in- 
dependence and resourcefulness in the child, and to discourage the 



MANUAL TRAINING. 279 

cooperative spirit, through the teacher's preliminary analysis of 
processes, and through refinement in details of directions for pro- 
cedure. These faults in method have often resulted from over- 
burdening the teacher with too many pupils, and from the utter in- 
sufficiency of the time allowed. 

To provide problems to be solved by the pupils instead of by the 
teacher is much more difficult than to outline courses of models or 
exercises. Nevertheless, it is an ideal toward which public school 
work in the manual arts is tending, and as an ideal it has the advan- 
tage of representing a type of work that produces the maximum of 
interest and profit for both teacher and pupil. 

At the same time, supervisor and instructor must not be permitted 
to lose sight of the value to both teacher and pupil of careful analysis 
of every individual problem, and of definite and orderly progression 
in the year's work. Too much enthusiasm for the freedom and fas- 
cination of the practical-problem method of work, unrestrained by 
insistence upon thoughtful analysis and systematic procedure, can 
not be expected to produce results of educational value commensurate 
with the amount of energy displayed. The best teachers will be 
found to depend much on the analysis of each problem into its suc- 
cessive steps, and a study of the history of manual training will show 
that the content value, or educational value, comes only after such 
analysis has been made, or in the process of making it. For this 
reason, successful teachers endeavor to have the work of analyzing 
the problem done by the pupil, so far as possible, though they 
recognize that in the earlier stages it must necessarily be done by the 
teacher. 

The industrial course in the high school should be continued, and 
modified to permit students who do not expect to enter college to 
elect a larger proportion of shopwork. The shopwork courses offered, 
and methods of instruction, should be based on the opportunities 
open to boys and young men in local industrial plants. 

The special vocational course should be continued, and facilities 
provided as rapidly as possible for offering an increased variety in 
shopwork. The student in this, as in other shop courses, should 
produce many articles of equipment and furnishings required by 
the schools. 

The regular college preparatory curriculum of the high school 
should be modified by the introduction of more electives, thus tak- 
ing advantage of the tendency on the part of colleges and univer- 
sities toward a more liberal interpretation of entrance requirements. 
Among these electives should be included as wide a variety as pos- 
sible of courses in shopwork and drawing, in as many grades of the 
curriculum as practicable, in view of the prior demands of the tech- 
nical curricula. 



280 EDUCATIONAL SURVEY OF ELYEIA, OHIO. 

0. Library. — Steps should be taken as early as practicable to pro- 
vide, for the use of both teachers and pupils, a carefully selected 
library of the best current literature in the fields of the manual 
arts, vocational guidance, and vocational education. Some of the 
important items should be duplicated and supplied to all shops or 
classrooms where their use is appropriate. In addition, there should 
be a small collection in each school building and a more complete 
and comprehensive reference library at the high school. An initial 
appropriation of $300 and an annual appropriation of $50 for this 
purpose is suggested. 






Chapter XIV. 

VOCATIONAL EDUCATION. 



For many years it has been evident that the public school offers 
more definite and more effective service to the boy or girl who can 
use this schooling as a stepping-stone to further training in college 
or university than it does to the one who must make the best of it 
as preparation for a life career without the higher education. The 
records show that many boys and girls of high-school age have 
dropped out of school. While the significance of the reasons for 
these withdrawals is still more or less in dispute, there is reason to 
believe that emphasis upon the aim of preparation for college has 
operated as a selective force, attracting and retaining pupils who 
can be held to this aim and tending to eliminate others. 

With the development of the ideal of democracy in education, 
in the sense of equality of educational opportunity, there have come 
numerous attempts to adapt the school to the needs of all children. 
There has been a tendency at times to confuse the issue- by assum- 
ing that the proposal to ma,ke education vocational — that is, to make 
it prepare definitely for some useful occupation — is without prece- 
dent and therefore dangerous. Theoretically, however, the primary 
aim of education is to prepare for life; our higher education has 
alwa3^s had specific vocational value. This value is not discounted 
in any way by the fact that higher education has also cultural and 
general values. 

One of the great educational problems of the day is to add voca- 
tional values to education of secondary grade, in order to bring them 
within the reach of the great mass of boys and girls instead of only 
the few who now go to college, without sacrificing the essential ele- 
ments of cultural and general education. 

The experience of a number of communities has suggested the pos- 
sibility that one notable result of an adequate solution of this problem 
will be to hold in school many boys and girls who now drop out under 
one pretext or another, and thus to provide the schools with a new 
clientele. One method of approach to this problem, therefore, is a 
study of the boys and girls for whom it is proposed to make pro- 
vision. 

281 



282 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



A STUDY OF PUPILS 13 TO 15 YEARS OF AGE. 

A number of school surveys have called attention to the signifi- 
cance of a study of those pupils in a school system who are 13, 14, or 
15 years of age. (1) Boys and girls both begin to drop out of school 
in large numbers soon after the age of 14 or 15 years is reached ; so 
that at or before this period is the latest opportunity to study a cross- 
section of the school population before it is affected seriously by 
selective elimination. (2) The distribution of the pupils of these 
ages through the grades gives some indication of the success of the 
school system in classifying the pupils. (3) The study also indicates 
the extent of the schooling which many of these boys and girls are 
likely to receive before dropping out of the system. (4) Information 
concerning the nativity of the pupils, their parents, and older 
brothei*s and sisters has a bearing on the probable stability of the 
population. (5) Information concerning the occupations of fathers, 
brothers, and sisters, and the occupations which the pupils them- 
selves expect to enter is significant in any study of a program for 
vocational education. 

An inquiry along somewhat similar lines was conducted in the 
Elyria High School and is reported in the chapter on that school, 
consequently this study was confined to the elementary schools. It 
may be noted here that pupils of these ages were found in the high 
school as follows: Thirteen years of age, 7; 14 years of age, 59; 15 
years of age, 118 ; total, 184. 

Complete tables summarizing the facts found in this inquiry have 
been prepared and submitted in manuscript to the Elyria Board of 
Education. To save space, some of these tables are omitted from the 
following pages. 

Table 1.- — Grade distribution of pupils, 13 to 15 years of aye. 



Grade. 


13 years. 


14 years. 


15 years. 


Total. 


Boys. 


Girls. 


Boys, j Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


Fifth 


5 
14 
30 
20 


3 

12 
32 
35 


4 

10 
11 

32 


1 
6 
11 
28 




1G 


1 
1 
3 


9 
25 
63 

74 




Pixtli 








Eighth 


22 ' 18 








Total 


75 


82 


57 


46 


39 23 















Assuming that a child enters school at G years of age. and pro- 
gresses through one grade each year, the normal age at entrance into 
the eighth grade is 13 years. Of 171 boys 13 to 15 years of age, 97, or 
56.8 per cent, have not yet reached the eighth grade; of 151 girls, 70, 
or 46.4 per cent, have not yet reached the eighth grade. 

The birthplaces of these pupils and of their fathers are shown in 
Table 2. Only 6.5 per cent of the children are foreign born, and only 



VOCATIONAL EDUCATION". 



283 



24.2 per cent of the fathers ; 82.3 per cent of the children were born 
in Ohio, and 43.4 per cent were born in Elyria. In view of the 
small proportion of foreign-born children, it is evident that foreign 
birth is not an important cause of retardation among the 322 children 
studied. Its relation to elimination can be determined only by a 
corresponding study of children of these ages who have left school. 

Table 2. — Birthplaces of pupils and their fathers. 





Number of persons born in 
specified. 


places 


Places of birth. 


Boys. 


Fathers 

of 
boys. 


Girls. 


Fathers 

of 

girls. 




84 
64 
17 


18 

71 
26 


56 
61 
19 


17 




61 




28 








165 


115 136 


106 








1 


5 
1 
1 


2 


3 








2 

4 


4 














2 




19 
1 
1 

2 




' 8 










1 














3 


6 
1 


9 








2 






1 
















ft 1 38 ' 15 


40 










18 




5 














171 


171 151 


151 











Pupils were asked for a statement of intentions regarding further 
schooling. Of the boys, 91.8 per cent definitely intend to complete 
the eighth grade before leaving school ; 74.2 per cent intend to go to 
high school; while only 50.9 per cent have any plans for school- 
ing beyond the high school. Of the girls, all but one intend to com- 
plete the eighth grade; 79.4 per cent intend to go to high school; 
while only 55.6 per cent have any plans for schooling beyond the 
high school. 

Manjr boys and girls report intention to complete the eighth 
grade and to attend high school, which in all probability will not 
be realized. Many boys and girls have formulated no definite plans 
for the future, either as to school or occupation, chiefly because they 
have received no intelligent and timely assistance in this direction. 

These facts suggest something of the complexity of the task of the 
school in designing courses of instruction that will be practically 
helpful to boys and girls who leave school at any specified point. 
They also emphasize the importance of stimulating young persons 



284 



EDUCATIONAL SURVEY OF ELYRIA, OHIO. 



to consider more intelligently the uses that may be made of educa- 
tion, and to plan ahead. 

Table 3. — Employment of boys and girls, 13 to 15 years of age, outside of 
school hours. 



Employments. 


Boys. 


Girls. 




10 
13 
9 

15 






6 












7 




29 

35 


33 












81 


16 








86 
4 






5 






Total 


171 


151 







1 Includes helper to baggageman, 1; baker, 1; barber, 1; janitor, 2. 

2 Includes caddy, 1: farm worker, 1; laundryman, 1; player in band, 1; stable boy, 1; telephone operator, 
1; muskrat trapper, 2; usher, 1. 

3 Includes candy maker, 1; caring for child, 2. 

In reply to the question about plans for earning a living, nearly 
one-third of the boys (32.1 per cent) are undecided or fail to re- 
port a choice of occupation, while fewer than one-fourth of the 
girls (23.8 per cent) fall in this class. 

Of the 116 boys Avho express a choice, 90, or 77.5 per cent, are 
almost equally divided between the manufacturing and mechanical 
industries (44) and professional pursuits (46). Of the 115 girls 
who express a choice, 93, or 80.8 per cent, prefer professional pur- 
suits (55) or clerical occupations (38). The largest single group 
among the boys comprises 36 mechanics; among the girls, 19 teach- 
ers (or, including 16 music teachers, 35 in all). 

Comparison of the occupations chosen b}< the boys and girls and 
the opportunities open in the community shows entire lack of rela- 
tion between them. Of the 116 boys avIio express a choice, 37.9 per 
cent prefer the manufacturing and mechanical industries and 39.6 
per cent the professions, whereas the proportions of these groups 
among males employed in Elyria are 64.2 per cent and 3.3 per cent, 
respectively. Similarly, of the 115 girls who express a choice, 47.8 
per cent prefer professional pursuits and 2.6 per cent domestic and 
personal Fjervice, whereas the proportions of these groups among 
females employed in Elyria are 18.7 per cent and 18.9 per cent, re- 
spectively. 

It is not to be assumed that all persons will necessarily find employ- 
ment in the communities in which they grow up and receive their 
education; nevertheless many of them will inevitably be disappointed 
if their education does not include some study of the vocational op- 
portunities within reasonable distance. 



VOCATIONAL EDUCATION. 285 

Of the 114 reasons for choice of occupation assigned by the boys, 
78 per cent are included in four groups: A liking for the work, 
advice of relatives, earning a living, and the money in it; 84.5 per 
cent of the 110 reasons assigned by the girls fall in the same groups. 

A study of the occupations chosen by these boys and girls and 
the reasons assigned for the choices leads to the conclusion that they 
were, for the most part, without adequate data upon which to base 
such choice. Only within very recent years has the public school 
begun to appreciate its responsibility in vocational guidance, and it 
is not yet common to find groups of boys and girls who are properly 
prepared to face the momentous problem of choosing a life work. 
If the school is really expected to offer an education that prepares 
for life, it is difficult to explain, much less to justify, a program that 
omits all study and discussion of the practical methods by which 
men and women earn their living. 

A STUDY OF THE OLDER BROTHERS AND SISTERS. 

Pupils who were 13 to 15 years of age were asked to give the names 
and addresses of older brothers and sisters who were " under 21 
years of age and at work." To these older brothers and sisters a 
questionnaire was sent. 

Information was obtained from 24 brothers and 19 sisters who 
filled and returned the blanks. The facts may be briefly summarized 
as follows : 

Of the 43 brothers and sisters, 2 are 16 years old; 6 are 17; 13 
are 18 ; 15 are 19 ; and 7 are 20. 

Only 17 have had any schooling beyond the eighth grade, and only 
5 have graduated from high school. 

Only 5 brothers and 5 sisters report that they draw books from the 
public library. 

Forty were born in the United States, and of these 18 were born 
in Ohio and 14 in Elyria. 

Thirteen different occupations are represented; 8 are working in 
factories and 8 are clerks; no other occupation has more than 3 
individuals. 

Of the 43 individuals, 31 report an aggregate of 78 positions held 
since leaving school ; 13 have held 3 or more positions each. 

Of the 43 young persons, only 6 (1 male and 5 females) report 
that they have taken courses in evening school since leaving the 
public schools, and only 7 (4 males and 3 females) report enrollment 
in correspondence courses. Of the 13 courses reported (evening 
and correspondence), 8 were business courses. 

The number of older brothers and sisters involved (43) is too 
small to form the basis of valid conclusions. The facts presented 
are of interest, however, as confirming, so far as they go, the find- 



286 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

ings of studies made elsewhere and indicate the gravity of the prob- 
lems of vocational adjustment confronting boys and girls who leave 
the public schools without completing the high school and without 
definite preparation for some useful and congenial occupation. 

Many boys and girls who leave school under these conditions 
have not established studious habits, nor have they the ability or 
the disposition to analyze the various factors of the situations into 
which they may be thrown and to think out the solution. They arc 
frequently the ones who most need sympathetic and helpful direc- 
tion in a study of themselves, their native capacities and interests, 
and the relation of these to vocational opportunity and demand. 

STUDY OF OCCUPATIONS IN ELYRIA. 

An analysis was made of the distribution of wage earners by occu- 
pation in Elyria and 10 other cities of the same population class as 
reported in the Elyria city directory and the United States census 
reports. The results may be summarized briefly, as follows: 

More than half of the occupations reported in Elyria, 58 per 
cent, fall in the manufacturing and mechanical industries group. 
This is more than three times the proportion found in the next 
largest group, trade (commercial) pursuits, 16.7 per cent. This 
preponderance in manufactures and the industries is due to the males 
rather than the females, the largest group of the latter being found 
in clerical occupations — 24.2 per cent. 

Aside from laborers, mechanics, and factory operatives, the largest 
groups of occupations among the males are: Proprietors and man- 
agers of stores and other establishments, 442; presidents, superin- 
tendents, and other company and corporation officials, 232. Of 
the 38 remaining classifications only 5 have more than 90 individuals 
reported in each. 

Among the females the largest groups are: Accountants, book- 
keepers, cashiers, clerks, stenographers, 268; domestic and personal 
service, unclassified, 197; teachers, 114; retail store employees, 114. 
Of the remaining 18 classifications only 3 have more than 36 indi- 
viduals reported in each. 

Compared with other cities of somewhat larger total population, 
Elyria offers boys and men much greater opportunity, proportion- 
ately, in the manufacturing and mechanical industries, somewhat 
greater opportunity in trade (commercial) pursuits, but rather 
meager opportunities in the other principal groups of occupations. 

Elyria offers girls and women substantially equal vocational oppor- 
tunities in five different groups of occupations: Clerical, manufac- 
turing and industrial, domestic and personal, professional, trade 
(commercial). 



VOCATIONAL EDUCATION. 287 

The number of employed females is proportionately much less than 
the number of employed males in Elyria as compared with other 
cities. The number of females is 34.8 per cent of the number of 
males in the 44 cities ; 29 per cent in the 10 cities ; but only 16.9 per 
cent in Elyria. Vocational opportunities for girls and women in 
Elyria are not so numerous as those open to boys and men, though 
they are much more diversified. 

The particular occupation in which the largest numbers of oppor- 
tunities have been found are as follows: Males — Factory operatives, 
laborers, mechanics, steam and electric railway employees, officers 
and proprietors of corporations and businesses, retail store employees. 
Females — Retail store employees, teachers, domestic and personal 
service (cooks, domestics, housekeepers, maids, seamstresses, laun- 
dresses, cateresses), clerical occupations (accountants, bookkeepers, 
cashiers, clerks, stenographers). 

MANUFACTURES IN ELYRIA. 

The Bureau of the Census reports that the amount of capital in- 
vested in manufacturing establishments in Elyria was $7,324,000 in 
1909 and $9,486,000 in 1914, an increase of 29.5 per cent during live 
years. During the same period the amount paid for salaries in- 
creased 36.2 per cent; primary horsepower utilized, 19.4 per cent; 
amount paid for wages, 11.8 per cent; cost of materials consumed, 
11.6 per cent; value of products, 9 per cent; value added by manu- 
facture (value of products less cost of materials), 5.8 per cent. 

Elyria is not a single-industry center, since no one industry is so 
prominent as to dominate the field. On the contrary, for a com- 
munity of its size the variety of factories and of manufactured prod- 
ucts is unusual. Some of the more important of these products may 
be enumerated, as follows: Automatic machinery; automobile en- 
gines, parts, and accessories ; belting ; bicycle and motorcycle saddles ; 
canned fruits and vegetables ; concrete blocks ; drugs and chemicals ; 
dyes ; enameled ware ; flour and feed ; furnaces and stoves ; golf balls ; 
ice; iron and steel (castings, forgings, plates, tubing, tools, etc.) ; lace 
machine parts ; stockings ; talking machines. 

Many factories and other places of employment were visited and 
employers and workers consulted as to the most immediate educa- 
tional needs. As the result of these conferences the following sug- 
gestions were formulated: 

1. Very few workers under 18 years of age were found. The 
employers consulted were almost unanimous in their preference for 
beginners at least 18 years old, except for definitely juvenile 
occupations. 

2. While there are many occupations for which the public schools 
as now conducted offer practically nothing in the way of definite 



288 EDUCATIONAL SUKVEY OF ELYRIA, OHIO. 

preparation, employers were of the opinion that it is desirable to 
have boys and girls remain in school at least until graduation from 
high school. 

3. The opinion was frequently expressed, however, that the schools 
can do much more than they are now doing to insure the future 
vocational success of young people. 

4. It was suggested that there should be more thorough grounding 
in the so-called fundamentals of education on the part of young peo- 
ple as they come from the public schools. Especially is it felt that 
these subjects might be taught in such a way as to function more 
effectively in business and industrial life. 

5. A knowledge of chemistry and mathematics would be of definite 
value to many employees in chemical works, laundries, dry-cleaning 
establishments, and others. 

6. By the use of such devices as stock tickets, time and cost records, 
and job routes the work in school shops can be made more practical, 
and boys can thus be sent into the factories with better understanding 
of industrial shop methods and requirements. 

7. It is believed that real need exists for practical evening courses 
for skilled workers in a number of trades, including carpenters, 
machinists, plumbers, pipe fitters, electricians, as well as for em- 
ployees of gas and electric light plants, electric railway companies, 
retail stores, and others. 

8. A part-time arrangement of classes for younger employees in 
retail stores seems practicable. During the several busy periods that 
occur annually, groups of extra workers may be employed for two 
or three weeks at a time, the remainder of the year being spent in 
school. 

9. In Elyria factories, as elsewhere, many occupations do not fur- 
nish material for definite courses of instruction, and make no re- 
quirements upon the workers for which specific instruction can be 
given outside of the factory. In many establishments the skilled 
workers do not exceed 10 per cent of the total. 

10. There appears to be great variety of experience in respect to 
labor turnover. Some employers report a very stable working force, 
and others just the reverse. In one factory more than 50 per cent of 
the workers had been emplo3^ed two months or less. 

PRESENT PROVISION FOR VOCATIONAL EDUCATION. 

Aside from certain courses offered by the Young Men's Christian 
Association which have some vocational value, the opportunities for 
vocational education at present open to 3 7 oung people in Elyria may 
be briefly summarized as follows : 

1. The special vocational course in the public schools, six years in 
length, beginning with the seventh grade. 



VOCATIONAL EDUCATION. 289 

2. The technical courses in the public high school, which have 
vocational value for certain pupils. 

3. The commercial course in the public high school. In this course, 
which is four } 7 ears in length, the student spends from one-half to 
three-fourths of the time on commercial subjects. The course is 
administered by two teachers, one of whom teaches stenography, 
typewriting, bookkeeping, commercial law, and business forms, and 
the other teaches commercial geography and commercial arithmetic. 

The course does not include banking nor instruction or practice in 
the use of such office appliances as the mimeograph, multigraph, and 
computing machines. For several years past the graduates of the 
commercial course have averaged about 15 annually, one-fourth of 
the total number graduating. It is said that the work of the instruc- 
tors is so heavy that no attempt can be made to follow up closely the 
work of graduates or to keep in touch with specific demands of the 
positions in which graduates are likely to go. 

4. The normal training course in the public high school. 

5. The Elyria Business College, a private institution which was 
established in 1896 and incorporated in 1899. This is a coeduca- 
tional school of secondary grade (for white pupils only), offering 
two principal courses — bookkeeping and stenography. Two years of 
high-school work are required for entrance, and pupils must be not 
less than 16 years of age. The courses are planned to occupy 6 
months, and most students actually complete them in from 6 to 6| 
months. The school is open 12 months in the year for day classes 
and 10 months for evening classes. 

The classes offered include the following subjects: Bookkeeping, 
special penmanship, special class for teachers of commercial branches, 
stenography, stenotypy, commercial law, commercial arithmetic, busi- 
ness correspondence, adding machine, multigraph, filing devices, 
bank work. In addition, a number of special courses in the common 
branches are offered to meet the demand of pupils from the public 
schools who wish to " make up " work. Four teachers are employed 
for the work of instruction. 

The quality of work observed in the Elyria Business College was 
very good. There was more evidence here than in the public high 
school of an effort to connect the instruction definitely with the ascer- 
tained demands of business positions to be filled, and to follow up 
graduates in order to judge of the efficiency of the instruction. 

PROGRAM FOR VOCATIONAL EDUCATION. 

The steps to be followed in the further development of a program 
for vocational education may be analyzed as follows: (a) Vocational 
guidance, (b) prevocational education, (c) vocational schools or 
classes. 

61564°— 18 19 



290 EDUCATIONAL SURVEY OE ELYRIA, OHIO. 

VOCATIONAL GUIDANCE. 

One of the significant phases of recent progress in education is 
in the development of a type of school or department designed to 
assist boys and girls approximately from 12 to 16 years old to a 
better understanding of (1) their own abilities, (2) of the oppor- 
tunities afforded to do the world's work, and (3) of the best pos- 
sible use to be made of such abilities and such opportunities. When 
work with this object in view has been undertaken in a more or less 
formal way as a classroom study and through individual confer- 
ences between teacher and pupil, with or without visits to industrial 
and commercial establishments and individual studies and researches, 
it has been referred to as " vocational guidance." 

The importance of this work, when conducted by properly pre- 
pared teachers and directors, and the practical value of the results 
achieved, have been demonstrated in numerous localities. 

It is recommended that work having these objects in view be 
begun in the Elyria schools on a small scale, and that it be encour- 
aged and extended as rapidly as suitable persons can be found or 
prepared to direct it. The responsibility for the work in vocational 
guidance should lodge primarily with the school officer who has 
charge of the work in manual arts and vocational subjects, to the 
end that there may be unity of aim and coordination of effort in 
these closely related fields. 

PREVOCATIONAL EDUCATION. 

When the studies in vocations are developed to the extent that 
special equipment is provided, so that the student may participate 
in practical shop and laboratory activities on real projects selected 
from a number of typical or fundamental vocations, with sufficient 
time assigned to the practical work, it is believed that the pupil 
may be able to form for himself an intelligent relative estimate of 
his fitness foi\the various types of vocation in which he thus engages, 
as the basis for the choice of a life career. To such special school 
or class has been given the title of " prevocational school " or " pre- 
vocational class.''' In the Elyria schools the earlier years of the 
six-year special vocational course, noted above, are intended to meet 
this need. 

The prefix " pre-" implies a special kind of training that precedes 
vocational training, and hence is not itself vocational. It is designed 
for the young person who has not yet made a choice of vocation, or a 
choice among several opportunities for vocational education that are 
offered, and who is presumed to receive therefrom definite assistance 
in the making of such choices. 



VOCATIONAL EDUCATION. 291 

The latter part of the term, "-vocational," implies a considerable 
variety of activities and a broad outlook into possible future careers. 
In order to be entitled properly to the use of the term, a program 
for prevocational education should embrace a variety of activities 
sufficient to include some representation of each of the important 
groups of possible vocations, from among which it is assumed that a 
choice is to be made. There should be included something corre- 
sponding to the introductory phases of each of the main subdivisions 
of vocational education (professional, agricultural, commercial, in- 
dustrial, and home making), the opportunity to enter upon a definite 
vocational course in some one of which presumably will be open as 
soon as a choice can be made. 

The importance of practical work in this field is realized by re- 
flecting upon the increase in the efficiency of the vocational school 
that would follow from limiting its efforts to those who come to it 
after having made rational and fairly definite choices of future 
careers, based upon such trying out as might be afforded in a broadly 
conceived prevocational school. It is the common experience of the 
vocational school — whether the trade school, the business college, the 
normal school, or the divinity school — to find that many candidates 
apply for admission whose determination to prepare for and to pur- 
sue a given vocation is based upon chance considerations, rather than 
upon an ascertained or demonstrated fitness for success in the chosen 
calling. 

In the aggregate, a vast amount of time and energy, and vast sums 
of money, have been expended in attempts to prepare persons for 
occupations in which they can not be successful or contented. A con- 
siderable portion of this expenditure might be saved to the individ- 
ual, to the school, and to society by a well-organized plan for assist- 
ing young persons to "find themselves." 

The studies reported in the preceding pages suggest that the fol- 
lowing lines of prevocational work should be introduced : For boys — ■ 
shop work in metal, wood, and leather; electricity; salesmanship; 
and business organization and methods; for girls — commercial sub- 
jects, salesmanship, and business methods; cooking, sewing, and 
home making. It is recommended that experiments be undertaken, 
especially in grades 7 and 8, to determine what additional types of 
prevocational classes will be most helpful to Elyria boys and girls. 

Plan for 'prevocational classes. — The special vocational course 
beginning with the seventh school year, now in operation in the 
Elyria schools, affords an excellent basis on which to build a pre- 
vocational school organization. If a course of training is to be for- 
mulated, however, which will help boys and girls to find themselves 
and enable them to make an intelligent choice of their work for the 
future, it must be a varied one. What is needed is carefully organized 



292 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

training in practical activities, which will include experiences from 
all of the fields of employment mentioned above, and from such other 
fields as further study may determine. The plan should include a 
series of jobs, projects, or enterprises, which, in their accomplish- 
ment, will give to the pupils an appreciative understanding of the 
fundamental processes and requirements in these typical groups of 
occupations. 

Essential features. — Experience in other school systems has shown 
that certain conditions are essential to success in this undertaking : 

1. At least one-half of the time in school should be devoted to the 
various lines of practical activity. Sufficient time must be allowed 
to accomplish definite results in each occupational field. A six-hour 
school day, with two sessions of three hours each, has found favor 
iii a number of places. 

2. One-half the time should be given to related work in language, 
mathematics, elementary science, industrial geography, industrial 
history, and, in general, to preparation for intelligent understanding 
of and active participation in civic and social responsibilities. 

3. The work should be offered, in the beginning, at least, on an 
elective basis, but all boj^s and girls who are likely to profit by the 
instruction should be encouraged to take it. This department should 
be maintained on the same basis of dignified and serious endeavor 
as any other, and should not be considered as a special provision 
for incorrigibles or for pupils physically or mentally backward. 

4. As already indicated, there must be variety in the practical 
activities undertaken, in order to give insight into a number of 
typical vocational fields. 

5. Teachers should be chosen who have had sufficient experience 
in the occupations represented in the course of study to relate the 
instruction to actual conditions in the industrial and commercial 
world. The closest relationship should be maintained also between 
the shopwork and the related work. The success of prevocational 
work is dependent in large degree upon the teacher's power to hold 
Mid interest the pupils and upon his qualities of adaptability, origi- 
nality, initiative, and keen interest in the successful handling of the 
problem. 

G. There should be not less than one year, and preferably two 
years (the seventh and eighth), during which the pupil engages in 
several typical lines of shopwork or laboratory work, successively, 
followed by a period of one year or more in which he may specialize 
in a chosen line. 

7. The pupils should be grouped in sections of not to exceed 15 
to 18 each, in order to permit a degree of individual instruction. 

Course of study. — The outline of the course of study suggested for 
the seventh and eighth years is as follows: 



VOCATIONAL EDUCATION. 293 

SEVENTH YEAR. 

Boys : Woodworking, half year, three hours per day. Metal work, half year, 
three hours per day. 

Girls : Home economics, entire year, three hours per day. 

Boys and girls : Related subjects, entire year, three hours per day. 

EIGHTH YEAR. 

Boys : Leather work, one-fourth year, three hours per day. Electrical con- 
struction, one-fourth year, three hours per day. Commercial subjects, half 
year, three hours per day. 

• Girls : Commercial subjects, half year, three hours per day. Home economics, 
half year, three hours per day. 

Boys and girls : Related subjects, entire year, three hours per day. 

PRACTICAL WORK. 

Woodworking. — To include (1) bench work and cabinetmaking, construc- 
tion and repair of furniture and equipment for the schools; (2) carpentry, 
problems in laying out and erecting small frame structures, such as garage, 
poultry house, and repair work; (3) study of tools, machines, materials, meth- 
ods of production. 

Metal icork. — To include (1) bench work in cold metals; (2) forging, simple 
toolmaking; (3) foundry practice; (4) pipe cutting, threading, and fitting; 
applied so far as possible to practical problems in construction and repairs 
which may develop in connection with the equipment of the shops. 

Leather work. — To include (1) study of the processes of producing commer- 
cial leather from the hide — cleaning, curing, tanning, splitting, dyeing, finish- 
ing, etc.; (2) construction and repair of articles made of leather in a few 
typical lines such as belts and purses, harness, etc. 

Electrical construction. — To include elementary work in battery construc- 
tion, magnetism, induction, wiring, electrical measurements, and testing ; ex- 
periments with batteries, induction coils, and the wiring of bell, telegraph, 
and telephone circuits. 

Commercial subjects. — To include a variety of units sufficient to give a broad 
insight into the important subdivisions of commercial employment, without 
attempting to develop specialized technic in any line to the point of encourag- 
ing premature entrance upon occupation. The units should include typewrit- 
ing, stenography, bookkeeping, accounting, filing systems, office devices and 
practice, commercial forms, elementary commercial law, salesmanship, business 
methods, and organization. 

Drawing. — Elementary in character, practical, and related directly to the 
projects undertaken by the pupils in the various shop and laboratory courses. 

Home economics. — To include elementary work in a variety of units designed 
to give a broad insight into the problems of homemaking — foods and cookery, 
textiles and clothing, household furnishings, marketing, household accounts, 
house planning and decoration, household sanitation, laundering, home nursing, 
care of children, and general housewifery. 

RELATED SUBJECTS. 

English. — Language work based on reading, much of the reading to bear 
upon occupations, industry, and business. Composition, dealing with the prac- 
tical activities carried on in the school, business correspondence, business forms, 
spelling, penmanship. 



294 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

Mathematics. — To be of a very practical nature, including fundamental pro- 
cesses, short methods used in business, business and industrial mathematics, 
with emphasis on immediate application to the practical activities of the school. 

History and geography. — Closely interrelated, and dealing primarily with the 
industrial and commercial development of the city, State, and country. 

Civic and social duties. — Relation of the individual to the country, State, 
and community ; relation of the worker to his work, to his employer, and to 
his fellow workmen; duties and responsibilities, civic and social, with special 
reference to sanitation, personal hygiene, etc. 

Science. — To include elementary units of work dealing with the more im- 
portant chemical, physical, and biological problems arising in connection with 
the practical activities of the school and everyday life. Each unit of project 
should have for its aim the study and mastery of some scientific principle hav- 
ing a practical application. 

/Suggested third year. — For pupils who can not be induced to follow 
some one of the four-year high-school curricula it is suggested that 
a third year of work be provided based on the two years of prevo- 
cational instruction outlined above. This class may take one or all 
of the following forms: 

(1) A day vocational class, in which the pupil definitely specializes 
in some one line, chosen by himself in consultation with his advisors, 
in the light of his experiences during the first two years. From one- 
half to two-thirds of the time should be .taken up with intensive 
work in the shop and drafting room, and the .remainder with such 
related studies as will best aid him to prepare for the vocation in 
which he has chosen to specialize. 

(2) A cooperative class. In this plan the pupils are paired, one 
pupil being in school while his mate is in the store or factory. Each 
individual thus attends school on alternate days, weeks, or fortnights, 
as the case may be, and works in store or factory the remainder of 
the time. The successful administration of this plan requires the 
careful and sympathetic cooperation of the school, employers, pupils, 
and parents. It has many other advantages besides that of prolong- 
ing the period of education for boys and girls who would otherwise 
drop out of school. 

(3) A part-time class, to which boys and girls would come from 
their places of employment for one or two half-days' instruction per 
week. In this plan the school time may be devoted entirely to book- 
work or divided between bookwork and shopwork, or otherwise 
adapted to the special needs of the group. 

Relation to the regular school work. — The prevocational school is 
planned primarily for boys and girls of normal capacity and attain- 
ments who look forward to leaving school at a relatively early age 
in order to go to work and who desire the help of the school in reach- 
ing a decision as to what line of work they may enter with the great- 
est prospect of success. Instruction of the type contemplated "will 
undoubtedly be of service even to boys and girls who subsequently 



VOCATIONAL EDUCATION". 295 

go to college and university, but it should make its greatest appeal 
to those who will probably go no further than the high school. 

The ground to be covered corresponds to the last two years of the 
regular elementary school course and requires the same amount of 
time for its completion. In general, completion of the regular sixth 
year's work should be required for entrance, but liberal exceptions 
should be made in favor of pupils 13 or 14 years of age who are 
manifestly able to profit bj^ the advantages offered. 

Provision should be made for admitting graduates of the two 
years' prevocational course to the technical and commercial courses 
of the high school upon the recommendation of the principal of the 
prevocational school and the superintendent of schools. If at any 
time in the future the public school system of Elyria should be reor- 
ganized so as to provide for an intermediate or junior high school, 
covering the seventh, eighth, and ninth years, the plan here proposed 
for a prevocational school is well adapted to fit in with such 
reorganization. 

VOCATIONAL CLASSES. 

A sufficient number of emploj^ers and workers were interviewed to 
demonstrate the existence of a demand for more education, both 
general and specific, although no employer' was found who was pro- 
viding for or encouraging the education of his employees in any 
effective way. Both employers and workers welcomed the sugges- 
tion that the public school can and will adapt itself to the needs of 
adult workers. 

The public-school system has organized a few evening classes for 
employed workers, and the same is true of the Elyria Business Col- 
lege and the Young Men's Christian Association. More determined 
effort, better correlation of plans, and more adequate facilities are 
necessary in order to meet the needs of the situation. 

It is recommended that the technical courses in the high school 
and the special vocational course beginning with the seventh year be 
strengthened and extended. The former should not make prepara- 
tion for the engineering college their chief aim, but should adjust 
themselves more definitely to the demands of industry and business 
and address themselves to the twofold task of assisting young people 
to determine the directions in which they are most likely to succeed. 
and of preparing them for high-grade positions in industrial and 
commercial life. The latter should aim to retain its pupils as long- 
as possible, but should recognize the fact that many boys and girls 
will not remain to complete a six years' course, and should consider 
the desirability of making numerous definite connections with the 
vocations. Suggestions concerning modification of the work of the 
first two years of this course are offered in the discussion of the pre- 
vocational school in a preceding section. 



296 EDUCATIONAL SUEVEY OF ELYRIA, OHIO. 

While aiming at practical utility and helpfulness to young people, 
all vocational courses should give due attention to the requirements 
of preparation for intelligent citizenship and discharge of individual 
and social obligations. 

It is recommended that the commercial course in the high school 
be modified somewhat so as to connect more directly with available 
places of employment. The following modifications are suggested 
especially: (1) Establishment of closer relations with employers, in- 
volving records of graduates of the commercial course, definite 
knowledge of the conditions under which they are working, and the 
progress they are making; (2) introduction of instruction in the use 
of mimeograph, multigraph, computing machine, filing devices, and 
other modern office appliances. 

The possibility of having the routine business of the board of edu- 
cation and of the offices of the superintendent of schools and the 
principal of the high school transacted by the pupils of the commer- 
cial department, under proper direction, should be considered as a 
means of providing practical experience for pupils in the advanced 
classes. 

EVENING CLASSES. 

The largest service that can be rendered at present in vocational 
education is through the organization of evening classes. Without 
doubt all the available equipment of the high school, including shops, 
drafting rooms, physical and chemical laboratories, would be used 
to capacity if an aggressive effort were made to supply in evening 
courses the unmet needs of mature wage earners in Elyria. 

It is recommended that the initial steps be taken in the develop- 
ment of practical courses from among those named below. Ex- 
perience with these courses will be the best guide in determining 
what other courses to add later. (1) Chemistry and mathematics 
for employees of chemical works, laundries, dry-cleaning establish- 
ments, rubber factory, and others. (2) Blue-print reading, draft- 
ing, and mathematics for carpenters, machinists, plumbers, pipe 
fitters, electricians. (3) Practical shop or laboratory classes for the 
foregoing and for employees of garages, gas and electric light plants. 
and electric railways. (4) Salesmanship and buskiess methods for 
employees in retail stores. (5) Cooking, sewing, and home-making 
courses, some of which may be given during the day, for those who 
are actually engaged in home making. 

By conferences with individuals and by bringing together groups 
of prospective students the actual needs should be ascertained as 
definitely as possible before details of courses of instruction are 
determined upon. 



VOCATIONAL EDUCATION. 297 

Instructors should be sought among the public-school teaching 
staff wherever individuals have had the necessary commercial or 
industrial experience, and among employers and skilled employees 
in the occupations concerned. 

It is recommended that, in addition to longer courses, a number of 
courses be organized, 10 or 12 weeks in length, two evenings per week. 
Experience seems to show that short intensive courses, aiming at a 
definite goal not too far in the distance, frequently make an appeal 
and meet a need better than longer courses. 

It is recommended that small advisory committees representative 
of employers and employees in the various occupations be organized 
to assist in the development of plans and courses of study, in secur- 
ing competent instructors, and in guiding the progress of the work. 

PART-TIME CLASSES. 

In many lines of business extra help is required for short periods 
at certain seasons of the year. It should be possible to adjust the 
courses of study in the commercial and industrial departments so 
that students could be free to accept employment for these periods 
without loss of school work, and thus to supplement the instruction 
by practical experience in the occupations. 

The experience of many communities in the development of day 
continuation schools and classes, operating under systems of State 
aid and also without such stimulus, should be drawn upon fcr fur- 
ther suggestions. Elyria is not ready for an all-day trade school, and 
probably will not be for some years to come. 

SUMMARY OF RECOMMENDATIONS. 

1. Instruction in the fundamentals of education should be related 
more definitely to the development of ability to meet real life situa- 
tions. 

2. Instructors in the manual-training shops should keep in mind 
the desirability of giving boys more adequate understanding of 
industrial shop methods and requirements. 

3. Systematic work in vocational guidance should be inaugurated, 
and developed as rapidly as circumstances permit. 

4. Responsibility for the work in vocational guidance should lodge 
primarily with the same school officer who has charge o£ the work in 
manual arts and vocational subjects. 

5. The special vocational course beginning with the seventh year 
should be strengthened and extended in scope. The first two years 
of. this course should be organized as a prevocational school, as out- 
lined in this chapter. This course should make numerous definite 
connections with the vocations. 



298 EDUCATIONAL SURVEY OF ELYRIA, OHIO. 

6. The technical courses in the high school should also be strength- 
ened and extended. The chief purpose of these courses should be 
the twofold aim of assisting young people to determine the direc- 
tions in which they are mose likely to succeed and of preparing them 
for high-grade positions in industry and commerce. 

7. All vocational courses should give due attention to the require- 
ments of preparation for intelligent citizenship and discharge of 
individual and social obligations. 

8. The commercial course in the high school should be modified so 
as to connect more directly with available places of employment. 

9. The routine business of the board of education and of the offices 
of the superintendent of schools and the principal of •the high school 
should be transacted by the pupils of the commercial department. 

10. The initial steps should be taken in developing evening classes 
for employees, in which the subjects of instruction shall be the fol- 
lowing: (1) Chemistry and mathematics; (2) blue-print reading and 
drafting; (3) practical shop or laboratory courses; (4) salesmanship 
and business methods; (5) cooking, sewing, and home making. By 
conferences with individuals the actual needs should first be ascer- 
tained as definitely as possible. 

11. Instructors should be sought among the public-school teaching 
staff and among employers and skilled employees in the occupations 
concerned. 

12. A number of courses 10 or 12 weeks in length, two evenings 
per week, should be organized. 

13. Advisory committees representative of employers and em- 
ployees should be organized. 

14. Part-time day classes should be organized for younger em- 
ployees in retail stores and in other employment. 

15. The experience of other communities in the development of 
day continuation schools and classes should be drawn upon -for 
suggestions. 



INDEX 



Administration and supervision, 12, 19-56, 106-123. 

Art, education, 247-252; recommendations, 17. , 

Arithmetic, intermediate and grammar grades, 161-167 ; primary grades, 140-143. 

Attendance, 42-44. 

Backward children. See Exceptional children. 

Blackboards, 68. 

Case School of Applied Science, entrance requirements, 88-89. 

Census, school, 41. 

Civic education, 173-209; recommendation, 15-16. 

College entrance requirements, Ohio, 87-88. 

Courses of study, elementary schools, 127-147, 263-267; high school, 76-77, 

91-106, 183-189, 267-273: intermediate and grammar grades, 148-167. See 

also under individual sUtdies. 
Drawing and art education, 247-252. 
Drinking water, sanitary fountains, 71-72. 
Elementary pupils, age-grade distribution, 46. 
Elementary schools, 14-15, 127-147, 263-267. 
Elimination, high school, 89-90. 
Elyria High School, elimination, 89. 
English, teaching, high school, 95-97. 
Enrollment statistics, 41-45. 
Evening schools, vocational, 296. 
Exceptional children, 55-56. 
Foreigners, education, 206-207. 
Games, primary grades, 144-145. 
Gardening, school and home, 16, 210-227. 
Geography, intermediate and grammar grades, 159-160. 
German, teaching, high school, 94. 
Health supervision, 40-41. 
Heating of school buildings, 69-70. 
High school, 76-126 ; courses of study, 91-106 ; home economies, 253-258 ; money 

earned by pupils, 123-125; recommendations, 13-14; social studies, 183-1S9. 
Home economics, recommendations, 17 ; teaching, 253-262. 
Indianapolis, Ind., civic education, 180-182. 
Instruction, cost in high school, 112-114; primary grades, 127-147; suggestions 

for improvement, intermediate and grammar grades, 167-172; supervision, 

37-40. 
Intermediate and grammar grades, 148-172. 
Janitors, salaries, 35 ; service, 74-75. 
Kindergarten, need of, 146-147. 
Language study, primary grades, 136-137. 
Latin, teaching, high school, 94-95. 
Library, high school, 106-107 ; public, 204-205. 

299 



300 INDEX. 

Lighting, school buildings, 66-67. 

Location of Elyria, 9. 

Manual training, instruction, 263-2S0 ; recommendations, 18. 

Manufactures, 2S7-288. 

Marking system, high school, 108-111. 

Mathematics, teaching, high school, 97-9S. 

Medical inspection of schools, 40-41. 

Music, recommendations, 16-17 ; teaching, 228-246. 

Occupations, parents and children, 78-79 ; pupils, 80 r S6 ; study, 286-287. 

Out-of-school activities, primary school children, 138-139. 

Parents, birthplace, 283 ; occupations, 78-79. 

Part-time classes, 297. 

Penmanship, intermediate and grammar grades, 157-159 ; primary grades, 143- 

144. 
Personnel of Survey Commission, S. 
Phonics, primary grades, 129-136. 
Population, 9. 

Population, school, progress through the grades, 41-45. 
Prevocational education, 290-292. 
Primary grades, instruction, 127-147. 
Pupils, birthplace, 283. 

Reading, intermediate and grammar grades, 14S-154; primary grades, 127-129. 
Recess, primary grades, 145-146. 
Records and reports, 53-55. 
Retardation, 47-52. 

Salaries, city officials, 34; schoolhouse janitors, 35. See also Teachers' salaries. 
School and home gardening. See Gardening. 
School board, powers and duties, 27-30. 
School grounds, 60-62. 
Schoolhouses, 1Q, 13, 57-75. 
School nurses, 40-41. 
Science, teaching, high school, 93-94. 
Seating, school buildings, 67-68. 
Secret societies, 201. 

Spelling, intermediate and grammar grades, 154-156; primary grades, 144. 
Stone test, arithmetic, 165-166. 
Supervised study, high school, 107. 
Supervision. See Administration and supervision. 
Survey Commission, 8. 
Taxation, school purposes, 19-27. 

Teachers, experience, 30-33, 118 ; professional study, 118 ; promotion, 35-36. 
Teachers' salaries, 34, 116-117. >S'ee also Salaries. 
Teachers' training class, 36. 
Teaching, methods, high school, 9S-106. 
Tests, arithmetic, 163-166. 
Toilets, school buildings, 72-73. 
Vacuum cleaning, school buildings, 73-74. 
Ventilation, school buildings, 70-71. 

Vocational education, 18, 281-298. See also Prevocational education. 
Vocational guidance, 290. 
Washington School, 57-59. 
Woody tests, arithmetic, 163-164. 

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